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UNIVERSITY  of  iLUNOlS 


Course  of  Study 


THE  LHJfi,'!!Y  OF  THE 

NOV  % 1934 


UNIVERSITY  OF  ILLINOIS 

Rural  Elementary  Graded 


Schools 


STATE  OF  LOUISIANA 


T.  H.  HARRIS 

STATE  SUPERINTENDENT  OF  PUBLIC  EDUCATION. 


1910. 


Ramires  & Jones 
Baton  Rouge,  Louisiana 
1910 


1 1 /V-c-f 


PREFACE. 


The  following  course  of  study  is  only  the  frame  work  of 
the  course  it  was  proposed  to  issue  at  this  time;  the  short 
space  of  time  allowed  for  this  work  and  the  other  duties  de- 
volving upon  the  supervisor  of  elementary  schools  made  it 
necessary  either  to  abandon  the  publication  of  the  course  for 
the  present  session  or  issue  it  in  this  incomplete  form.  There- 
fore no  apologies  will  be  offered  for  its  shortcomings. 

The  work  as  here  proposed  not  only  assigns  new  duties  to 
. the  rural  school,  omitting  much  of  its  former  work,  but  goes 
^ further  than  that  in  assuming  that  it  exists  for  quite  another 
purpose  than  to  provide  its  pupils  with  a certain  amount  of 
^°“book  learning.”  It  assumes  that  the  business  of  the  country 
school  is  to  enable  the  child  to  so  understand  and  interpret 
his  environment,  the  social,  industrial,  economic,  political,  and 
other  factors,  that  he  will  thereby  become  a better  citizen  and 
more  efficient  worker  for  himself.  Such  a school,  it  is  assumed, 
should  be  an  institution  of  the  country,  as  well  as  in  it,  and 
its  first  duty  should  be  to  make  whatever  contributions  are 
within  its  limitations  towards  the  welfare  of  its  individual 
members  and  the  general  uplift  of  the  community.  It  should 
be  a kind  of  clearing  house  of  knowledge  and  information  about 
any  and  everything  that  affects,  in  a vital  manner,  the  welfare 
of  the  community;  its  subject  matter  should  consist  of  what- 
ever facts  of  importance  may  belong  to  the  community,  their 
relative  values  and  relations. 

It  is  not  believed  that  the  elementary  grades  is  the  place 
to  teach  the  static  subjects  at  any  time;  when  the  child  knows 
his  community  in  detail,  as  it  affects  him  and  his  associates, 
and  then  learns  much  of  other  places,  people,  events,  etc.,  that 
are  related  in  a vital  manner  to  him  and  his  community, 
through  his  knowledge  of  local  conditions,  he  has  gained  the 
habit  of  study  that  will  enable  him  to  develop  into  his  greatest 
ability.  This  is  true,  because  whatever  he  may  read  or  study 
will  have  meaning  and  value  for  him  in  direct  proportion  to 
his  power  to  interpret  it  through  his  experiences ; if  his  knowl- 
. . edge  and  experiences  have  been  rich  and  extensive,  he  will 
assimilate  much  that  he  reads  and  hears. 


4 


The  need  today  is  not  for  means  of  gaining  information, 
but  for  the  desire  to  gain  it  and  the  ability  to  appropriate 
and  assimilate  those  things  which  may  be  of  help;  the  means 
in  the  way  of  high  schools,  colleges,  universities,  magazines, 
extension  courses,  books,  travel,  etc.,  are  available  to  a large 
extent  for  all;  if  the  school  aids  the  child  in  arousing  the 
desire  for  knowledge  that  will  be  of  worth  to  him,  and  gives 
him  the  power  to  interpret  and  assimilate  it,  its  mission  is 
accomplished.  We  believe  the  present  kind  of  course  will  come 
more  nearly  doing  this  than  has  been  possible  heretofore. 

The  belief  in  the  mission  of  the  rural  school  as  outlined 
above  accounts  for  the  introduction,  of  tool  work,  household 
practice,  gardening,  community  study,  and  the  elimination  of 
much  that  seemed  to  have  little  bearing  on  the  relationship 
existing  between  the  child  and  his  surroundings.  A test  of 
the  course  will  prove  either  the  truth  and  value  of  this,  or 
demonstrate  its  falsity. 

While  this  course  is  prepared  specially  for  graded  rural 
schools,  teachers  will  find  it  comparatively  easy  to  adapt  it  to 
one-room  schools,  by  combining  and  alternating  classes. 

Because  of  its  radical  differences  from  previous  courses,  it 
will  be  difficult  or  impossible  to  follow  the  present  course  in 
its  entirety;  it  is  also  rendered  difficult  because  of  the  fact 
that  its  various  elements  have  not  yet  been  well  adjusted. 
When  completed  later,  it  is  hoped  that  many  of  the  obstacles 
may  be  removed. 

This  course  is  to  be  used  jointly  with  the  course  now  in 
use,  in  so  far  as  the  present  course  does  not  conflict  in  spirit 
or  content  with  this  course.  In  other  words,  the  present  course 
is  to  be  used  as  a supplement  to  this  one. 

It  is  hardly  desirable  to  attempt  to  carry  out  the  course 
as  outlined  for  another  reason:  popular  sentiment  with  ref- 
erence to  what. the  school  should  do  will  probably  not  favor 
so  great . a change  in  the  work  of  the  school.  Teachers  and 
superintendents  are  advised  to  inaugurate  the  course  in  only 
such  schools  as  have  conditions  favorable  for  its  success;  in 
ether  schools,  certain  features,  community  study,  tool  work,  etc., 
may  provide  an  opening  whereby  the  entire  course  may  be  fol- 
lowed later. 

The  course  of  study  for  the  rural  schools  of  Vermont  has 


offered  many  valuable  suggestions,  found  herein  in  a modified 
form.  Credit  for  other  ideas  cannot  well  be  given,  since  they 
have  come  from  many  sources. 

In  conclusion,  it  might  be  said  that  any  measure  of  sue* 
cess  will  be  due  to  the  reception  given  the  course  by  the  teachers 
who  are  to  follow  it;  their  attitude,  preparation  for  the  new 
subjects,  and  general  ability  will  either  cause  the  work  to  suc- 
ceed or  fail.  We  hope  they  may  approach  it  with  open  minds 
and  willing  hearts,  always  looking  to  the  best  interests  of  the 
children  in  their  charge,  . rather  than  to  the  ease  with  which 
it  may  be  followed. 


EQUIPMENT  FOR  RURAL  SCHOOLS. 

% 

Kit  of  carpenter’s  tools. 

Apparatus  for  teaching  household  practice. 

Set  of  gardening  tools. 

Babcock  milk  tester. 

Cases  for  specimens  collected  in  community  study. 

Atlas,  globe,  dictionary,  encyclopedia,  blackboards. 

Apparatus  for  science  work  above  seventh  grade. 

All  available  bulletins  and  publications  of  State  and  United 
States  bearing  on  agriculture,  gardening,  tool  work,  household 
practice,  sanitation,  etc.  (There  are  many  good  ones). 

Sand  table,  thermometer,  supplies  for  all  industrials. 

Libraries. 

Books  on  farming,  plans  for  home  and  farm  buildings,  plans 
for  beautifying  same,  catalogues  for  home  furnishings,  of  farm 
machinery  of  all  kinds. 

Types  of  improved  machinery  loaned  for  exhibition  and 
demonstration  purposes,  farm  and  home. 

WHAT  THE  SCHOOL  CAN  DO  FOR  THE  COMMUNITY. 

Test  all  kinds  of  seed  for  fertility. 

Test  milk  of  all  cows  in  community  and  determine  paying 
ones. 

Have  exhibition  days  for  crops,  live  stock,  etc.,  at  school. 

Organize  clubs  for  girls,  women,  or  men  for  social  or  eco- 
nomic purposes. 

Encourage  farmers  to  bring  statements  concerning  condition 


6 


of  crops,  stock,  etc.,  to  school  for  discussion  as  to  the  scientific 
reasons  underlying  them. 

Furnish  early  plants  and  cuttings  from  school  hotbed. 


PICTURES  AND  DEALERS. 

For  ungraded  schools,  a selection  of  pictures  can  easily  be 


made  from  the  following  list: 

Washington Stuart 

Sir  Galahad Watts 

Holy  Grail  pictures Abbey 

Baby  Stuart Yan  Dyck 

Madonna  of  the  Chair Raphael 

Member  of  the  Humane  Society Landseer 

The  Blacksmith Frere 

Escaped  Cow Dupre 

At  the  Watering  Trough...  . Dagnon-Bouveret 

The  Lion,  or  King  of  the  Desert Bonheur 

The  Haymaker Adam 

The  Sower Millet 

The  Gleaners Millet 

By  the  Riverside *. Lerolle 

Spring Carot 

Caritas Thayer 

St.  Marks 
Notre  Dame 
Durham  Cathedral 
Acropolis 

Pyramid  and  Sphinx 


The  Longfellow  Pictures 

The  following  dealers  in  prints  and  photographs  of  various 
kinds  probably  would  be  willing  to  assist  teachers  in  selecting 
suitable  pictures  for  schoolroom  decorations: 


A.  W.  Elson  & Co Boston 

The  Perry  Picture  Co Boston 

The  Prang  Educational  Co Boston 

Horace  K.  Turner  Co Boston 

Bigelow  and  Jordan Boston 


(From  Course  of  Study  for  Elementary  Schools — Vermont.) 


7 


SUGGESTIVE  PROGRAMS. 

DAILY  PROGRAM  FIVE-GRADE  RURAL  SCHOOL. 


Opening  exercises 9 :00  to  9:10 

Reading,  first  grade 9:10  “ 9 :25 

Reading,  second  grade 9 :25  “ 9 :40 

Reading,  third  grade 9:40  “ 9:55 

Nature  Study  and  Handwork,  first  and  second 

grades 9:55  “ 10:05 

Community  Study,  fifth  grade 10  :05  “ 10  :25 

Gardening,  fourth  and  fifth  grades 10:25  “ 10:45 

Recess 10:45  “ 10:55 

Reading,  first  grade 10:55  “ 11:05 

Reading,  second  grade 11:05  “ 11:15 

Reading,  fourth  grade 11:15  “ 11:30 

Reading,  fifth  grade 11:30  “ 11:45 

Writing,  all  grades  together 11:45  “ 12:00 

Noon 12:00  “ 1:00 

Singing,  all  grades  together 1:00  “ 1:10 

Reading,  first  grade 1:10  “ 1:25 

Reading,  second  grade 1 :25  “ 1 :40 

Reading,  third  grade 1:40  “ 1:55 

Reading,  fourth  grade 1:55  “ 2:10 

Spelling,  third,  fourth  and  fifth  grades 2 :10  “ 2:30 

Recess 2:30  “ 2:40 

Nature  Study  and  Handwork,  third  and  fourth 

grades 2:40  “ 2:55 


Physiology,  Hygiene  and  Sanitation,  fifth  grade.  2:55  “ 3:10 

Household  Practice,  Tool  Work,  alternating....  3:10  “ 3:40 

DAILY  PROGRAM  SEVEN-GRADE  RURAL  SCHOOL. 

Grades  One , Two , Three  and  Four. 


Opening  exercises 9:00  to  9:10 

Reading,  first  grade 9:10  “ 9 :25 

Reading,  second  grade 9:25  “ 9 :40 

Reading,  third  grade 9 :40  ‘ ‘ 10  :00 

Spelling,  third  and  fourth  grades 10:00  “ 10:20 

Gardening,  fourth  grade 10:20  “ 10:45 

Recess 10:45  “ 10:55 

Reading,  first  grade 10:55  “ 11:10 

Reading,  second  grade 11:10  “ 11:25 


8 


Reading,  fourth  grade 11:25  “ 11:45 

Writing,  all  grades  together 11:45  “ 12:00 

Noon 12:00  “ 1:00 

Singing,  all  grades  together 1:00  “ 1:15 

Reading,  first  grade 1:15  “ 1:30 

Reading,  second  grade 1 :30  “ 1:45 

Reading,  third  grade 1 :45  “ 2 :00 

Nature  Study  and  Handwork,  first  and  second 

grades 2:00  “ 2:15 

Nature  Study  and  Handwork,  third  and  fourth 

grades 2:15  “ 2:30 

Recess , 2 :30  ‘ J 2 :40 

Reading,  first  grade 2 :40  “ 3 :00 

Reading,  second  grade . 3 :00  “ 3 :20 

Reading,  fourth  grade 3:20  “ 3 :45 

Grades  Five,  Six  and  Seven. 

Opening  exercises 9 :00  to  9:10 

Reading,  fifth  grade 9:10  “ 9 :30 

Community  Study,  seventh  grade 9 :30  “ 10  :00 

Spelling,  fifth,  sixth  and  seventh  grades.  ......  .10:00  “ 10:20 

Gardening,  fifth,  and  sixth  grades;  agriculture, 

seventh  grade 10:20  “ 10:45 

Recess 10:45  “ 10:55 

Reading  and  Language,  sixth  grade 10:55  “ 11:10 

Physiology,  Hygiene  and  Sanitation,  fifth  grade.  .11 :10  “ 11 :30 

Household  Practice,  sixth  and  seventh  grades, 

alternate 11 :30  11  12  :00 

Noon 12:00  “ 1:00 

Singing,  all  grades  together 1:00  “ 1:10 

Reading  and  Language,  seventh  grade 1:10  “ 1:30 

Community  Study,  sixth  grade 1 :30  ‘ ‘ 1 :55 

Louisiana  History  and  Civics,  alternate,  .seventh 

grade 1:55  “ 2:30 

Recess 2:30  “ 2:40 

Industrial  Geography,  sixth  grade 2 :40  “ 3 :05 

Arithmetic,  sixth  and  seventh  grades,  alternately.  3:05  “ 3:20 

Tool  Work,  fifth,  sixth  and  seventh  grades,  com- 
bined  ...  3:20  “ 3:45 

SYNOPSIS  OF  WORK  BY  GRADES. 

First  Grade—  Reading,  Writing,  Nature  Study  and  Handwork. 


9 


Second  Grade. — Reading,  Writing,  Nature  Study  and  Handwork. 

Third  Grade. — Reading,  Writing,  Spelling,  Nature  Study  and 
Handwork. 

Fourth  Grade. — Reading,  Writing,  Spelling,  Nature  Study  and 
Handwork. 

Fifth  Grade. — Reading,  Spelling,  Physiology  and  Sanitation, 
Community  Study,  Gardening,  Tool  Work  (boys),  House- 
hold Practice  (girls). 

Sixth  Grade. — Reading,  Spelling,  Arithmetic,  Industrial  Geog- 
raphy, Community  Study,  Gardening,  Tool  Work  (boys), 
Household  Practice,  (girls). 

Seventh  Grade. — Reading,  Spelling,  Arithmetic,  Louisiana  His- 
tory, Civics,  Community  Study,  Gardening,  Tool  Work 
(boys),  Household  Practice  (girls). 


READING. 

The  chief  business  of  the  school  during  the  first  four  years 
of  the  child’s  attendance  is  to  teach  him  to  read  and  write; 
the  writing  requires  a comparatively  short  time  to  learn,  prac- 
tice being  the  essential  thing  to  legibility  and  speed.  There- 
fore this  course  provides  that  the  major  portion  of  the  child’s 
time  in  the  lower  grades  shall  be  devoted  to  the  subject  of  read- 
ing. Teachers  should  allow7  no  other  subject  to  rival  reading 
in  importance  during  these  early  school  years,  with  the  idea 
of  having  the  children  at  the  end  of  the  fourth  year  able  to 
read  with  ease  and  understanding.  They  should  also  have 
covered  much  ground  during  this  time,  having  read  mostly  of 
those  things  within  the  range  of  their  environment,  experiences 
and  interests. 

This  will  include,  besides,  stories  and  books  relating  to  fa- 
miliar subjects,  a wide  range  into  mythology,  biography  and 
stories  of  adventure.  During  the  third,  fourth  and  fifth  years 
the  child  should  become  acquainted  with  enough  mythical  and 
historical  characters  and  events  to  have  laid  the  basis  for  a 
study  of  chronological  history  later  on.  Teachers  will  observe 
that  history  as  a special  subject  is  omitted  during  these  early 
years,  but  it  is  expected  that  the  children  will  get  the  founda- 
tion for  it,  together  wTith  many  of  its  most  relatively  important 
facts,  in  the  reading  course. 


10 


Teachers  will  require,  if  the}r  follow  the  intent  of  this 
course,  extensive  reading  during  the  third,  fourth  and  fifth 
years;  if  it  is  not  required,  too  little  of  it  may  be  done.  It  is 
not  necessary,  nor  best,  to  have  a definitely  arranged  course  of 
supplementary  reading,  applicable  to  all  pupils  alike;  individ- 
ual tastes  should  be  followed  in  so  far  as  seems  profitable. 

While  biography,  mythology,  and  stories  of  adventure  may 
not  seem  to  be  in  keeping  with  the  principle  so  often  expressed 
throughout  this  course;  to  stay  within  the  child’s  environment 
and  experiences,  such  is  really  the  case.  He  is  developing  by 
studying  and  imitating  the  people  and  things  about  him;  the 
study  of  these  subjects  allows  a larger  field  for  observation 
and  imitation;  persons  will  always  be  within  his  experiences, 
and  therefore  these  subjects  herein  mentioned,  pertaining  to 
the  actions  of  people,  mythical  or  real,  are  near  to  him. 

It  is  also  thought  that  such  an  extensive  course  of  reading 
required  of  children,  wfill  serve  as  a splendid  foundation  for  a 
study  of  literature  later  on,  either  in  the  high  school  or  out  of 
school.  There  is  a time  when  literature,  for  its  own  sake,  should 
receive  attention,  but  in  the  elementary  grades  there  are  so 
many  other  things  of  pressing  and  immediate  importance,  that 
literature  must  receive  attention  only  as  it  relates  to  other  sub- 
jects indicated  in  the  course. 

The  supplementary  reading  list  given  herein  does  not  include 
the  names  of  many  books  on  mythology,  adventure,  or  biogra- 
phy, but  it  is  thought  that  the  teachers  are  already  so  well  ac- 
quainted with  such  books  that  they  may  select  them  from  the 
libraries  without  special  instruction  or  suggestion  here. 

There  should  be  a great  amount  of  memorizing^  done  in  the 
lower  grades,  the  selections  being  taken  from  stories  or  poems 
appealing  strongly  to  the  children. 

Teachers  wfill  have  observed  ’that  no  provision  in  the  ele- 
mentary grades  is  made  for  language  or  grammar;  that  is,  no 
period  is  set  aside  for  them  each  day. 

In  connection  with  the  reading  particularly,  and  other  sub- 
jects in  less  proportion,  there  wili  be  much  composition  work. 
Pupils  will  learn,  in  the  lower  grades,  rules  for  punctuation, 
capital  letters,  etc.,  incidentally,  as  the  need  for  their  use  arises ; 
teachers  will  call  attention  to  language  in  good  form,  wherever 


11 


it  may  be ; they  will  correct  errors  in  speech,  and  encourage  good 
expression  in  the  class  and  out  of  it. 

This  course  assumes  that  language  is  a very  important  sub- 
ject, in  so  far  as  it  tends  to  fix  the  habits  of  a correct  use  of 
English;  it  also  assumes  that  this  can  be  as  well  done  in  con- 
nection with  the  other  class-room  work  and  play  of  the  school 
as  if  it  received  a special  period  a day  to  itself.  This  is  simply 
following  out  the  idea  expressed  so  many  times  in  this  course, 
that  children  learn  more  easily  and  remember  with  more  cer- 
tainty such  things  as  have  been  taught  at  times  when  a present 
need  demanded  the  necessary  knowledge,  than  if  taught  as  an 
end  within  themselves.  Teachers,  then,  will  teach  all  the  neces- 
sary forms  for  correct  speech  and  writing. 

Formal  elements  of  grammar  have  no  place  in  an  elementary 
course;  pupils  are  not  sufficiently  developed  to  get  very  much 
from  its  study,  and  if  they  were,  there  are  so  many  other 
subjects  which  relate  in  vital  ways  to  their  welfare,  that  the 
time  spent  on  formal  grammar  is  not  used  to  the  best  advan- 
tage. If  a knowledge  of  technical  grammar  were  necessary  to 
a correct  use  of  English,  which  is  not  true,  it  should  be  included 
in  the  course. 

For  further  general  directions  as  to  the  importance  of 
this  subject,  suggestions  as  to  the  use  of  books,  aim  in 
the  different  grades,  and  methods  of  procedure,  see  pp.  17,  18, 
19,  as  well  as  other  pages  of  the  present  adopted  course  for 
elementary  grades. 

FIRST  GRADE. 

Texts:  Wheeler’s  Primer  and  Wheeler’s  First  Reader  or 
New  JEducation  Readers,  Books  I and  II. 

Supplementary  Reading:  Overall  Boys;  Sunbonnet  Babies; 
Hiawatha  Primer;  Book  of  Nature  Myths;  Animals  Wild  and 
Tame;  Earth  and  Sky,  Vol.  I;  From  September  to  June; 
Household  Science  Reader,  Book  I ; Household  Stories ; Nature 
Study  Readers,  Books  I and  II ; Seaside  and  Wayside,  Yol.  I ; 
Stories  of  Tree  Top  and  Meadow;  Stories  of  Plant  Life;  Round 
the  Year  in  Myth  and  Song;  etc. 

To  be  read  by  teacher:  Fables,  fairy  tales,  myths,  poems, 
stories,  etc.,  relating  to  things  within  the  children’s  experience 
and  environment  and  appealing  to  his  deeper  interests,  but 


12 


expressed  in  language  too  difficult  for  children  to  easily  com 
prehend. 

SECOND  GRADE. 

Texts:  Wheeler’s  Second  Reader,  and  Our  Feathered 
Friends. 

Supplementary  Reading:  Lovejoy’s  Nature  and  Verse; 
Round  the  Year  in  Myth  and  Song;  Animal  Life;  Aunt  Mar- 
tha’s Corner  Cupboard;  Autobiography  of  a Butterfly;  Brooks 
and  Brook  Basins;  Jeffries’  Sir  Bevis;  Leaves  From  Nature’s- 
Story  Book,  Book  I ; Old  .Mother.  Earth ; On  the  Farm ; Plant 
Baby  and  Its  Friends;  Stories  from  Birdland,  Vol.  I;  Stories 
of  Insect  Life;  Through  the  Year,  Books  I and  II;  etc. 

To  be  read  by  teacher:  See  suggestions  for  first  grade. 

THIRD  GRADE. 

Texts:  Brumbaugh’s  Standard  Third  Reader  and  Alice's 
Adventures  in  Wonderland. 

Supplementary  Reading:  Around  the  World,  Book  II; 
Friends  in  Feather  and  Fur;  Friends  and  Helpers;  Science 
Reader,  Vol.  II ; Seaside  and  Wayside,  Vol.  II ; Sea  Stories  for 
Wonder  Eyes;  Stories  From  Birdland,  Vol.  II;  Storyland  of 
Stars;  Ways  of  Woodfolk;  Wings  and  Stings;  Seven  Little 
Sisters;  Some  Useful  Animals;  Pets  and  Companions;  Ten 
Common  Trees ; Stories  From  Garden  and  Field ; Stories  Mother 
Nature  Told  Her  Children ; Animals  at  Home ; Stories  of  Coun- 
try Life;  Familiar  Animals  and  Their  Wild  Kindred;  Chatty 
Readings  in  Elementary  Science;  Little  Flower  People;  Eyes 
and  No  Eyes;  etc. 

Reading  outside  of  class  should  be  compulsory  and  exten- 
sive, beginning  with  this  session.  It  should  include  much  of 
biography,  travel  and  along  lines  related  to  the  industries,  and 
interests  of  the  community. 

FOURTH  GRADE. 

Texts:  Brumbaugh’s  Standard  Fourth  Reader,  Part  II; 
Black  Beauty;  and  Robinson  Crusoe. 

Supplementary  Reading : Hiawatha ; Arabian  Nights ; The 
Wonder  Book;  Fifty  Famous  Stories  Retold;  Old  Stories  of 
the  East;  Stories  of  Great  Americans;  Little  Lame  Prince; 
Old  Greek  Folk  Stories ; Greek  Heroes ; Norse  Stories ; Heroes 


13 


of  Asgard;  Seigfried;  Myths  of  Northern  Lands;  Readings  in 
Folk  Lore;  King  of  the  Golden  River;  Old  Testament  Stories; 
Bird  World;  Friends  and  Helpers;  Hans  Andersen  Stories; 
First  Book  of  Birds;  Tales  of  Troy;  Through  the  Looking 
Glass;  Open  Sesame,  Vols.  I and  II;  Stories  of  the  Old  World; 
Each  and  All;  Legends  of  the  Red  Children;  American  In- 
ventions and  Inventors';  Living  Creatures  of  Water,  Land  and 
Air;  Gulliver’s  Travels;  Famous  Men  Series;  Some  Curious 
Flyers,  Creepers  and  Swimmers,  Pioneer  series;  Butterflies  and 
Bees;  Home  Life  with  Animals;  How  We  Are  Clothed;  How 
We  Are  Fed;  Child  and  Nature;  etc. 

Outside  reading  should  be  even  more  extensive,  but  of  the 
nature  suggested  for  third  grade. 

fifth  grade. 

Texts:  Brumbaugh’s  Standard  Fifth  Reader;  Stories  of 
Industry,  Vols.  I and  II. 

Supplementary  Reading : Squirels  and  Other  Fur  Bearers ; 
Water  Babies;  Little*  Daffydowndilly ; Ten  Boys;  Tales  of 
Chivalry;  Little  Men;  Little  Women;  Neighbors  with  Wings 
and  Fins;  Half  Hours  with  Lower  Animals;  Half  Hours 
with  Fishes;  Leaves  from  Nature’s  Story  Book,  Vol.  Ill;  Se- 
crets of  the  Woods;  Reptiles  and  Birds;  Short  Stories  of  Our 
Shy  Neighbors ; Little  Cousin  series ; Little  Journey  series ; etc. 

By  this  time  children  should  be  able  to  read  quite  readily 
and  might  cover  much  reading  matter ; their  tastes  should  be. 
consulted  in  so  far  as  they  do  not  run  to  anything  which  might 
hold  up  improper  or  impossible  standards.  During  this  period 
children  should  be  laying  a-  broad  foundation,  getting  some 
knowledge  of  many  things  and  thus  broadening  their  interests. 
It  is  questionable  whether  classics  on  themes  not  appealing 
strongly  to  the  nature  of  children  of  this  age  should  be  recom- 
mended just  for  the  sake  of  literary  style. 

SIXTH  GRADE. 

• Texts : Birds  and  Bees ; Sharp  Eyes ; Real  Things  in  Na- 
ture; and  How  the  World  Is  Fed. 

See  list  of  adopted  library  books  for  this  grade  for  sup- 
plementary reading.  Selections  should  be  made  of  such  read- 
ing material  as  will  appeal  strongly  to  children’s  interests  and 


u 


at  the  same  time  have  a relation,  more  or  less  vital,  with  ani- 
mals, plants,  activities,  conditions,  or  phenomena  within  the 
experience  of  the  children.  The  extensive  reading  of  this  grade 
should  tend  to  lead  the  children  through  those  things  within 
their  own  experience  out  into  the  world  about  them;  in  other 
words,  previous  reading  was  for  the  purpose  of  extending  and 
intensifying  the  experiences  of  the  children ; now  they  begin  to 
be  interested  in  things  and  people  regardless  of  space  or  time; 
they  are  becoming  adults  in  respect  to  their  interests  and  atti- 
tudes. Their  reading  from  this  time  on  should  tend  to  show 
them  the  relation  of  their  community  and  themselves  to  other 
people  and  other  countries,  past  and  present,  and  should  branch 
out  along  several  lines : literature,  history,  commerce,  industries 
and  products.  It  should  tend  to  make  them  broad-minded  and 
give  them  a more  just  appreciation  of  their  place  and  the  place 
of  their  community  in  the  outside  world. 

SEVENTH  GRADE. 

Texts : Curry ’s  Literary  Readings  and  Succession  of  Forest 
Trees. 

Supplementary  Reading : See  suggestions  for  preceding 
grade.  While  some  of  the  reading  material  might  be  of  a nature 
unrelated  to  the  environment  of  the  pupils,  yet  in  a general 
way  reading  in  this  grade,  also,  should  help  pupils  to  adjust 
themselves  and  their  community  to  their  proper  relations  with 
other  people  and  other  countries.  Enough  classical  literature 
should  be  read  to  form  a taste  for  this  kind  of  reading,  the 
taste  of  pupils  being  followed  as  to  what  shall  be  read  in  so 
far  as  possible.  Whatever  they  like  to  read  does  have  a close 
relation  to  experiences  of  their  own,  whether  we  think  so  or  not. 


SPELLING. 

This  subject  is  well  outlined  in  the  course  used  at  present. 
It  is  recommended  that  the  larger  proportion  of  the  words  for 
each  recitation  be  selected  from  the  other  subjects  of  the  day, 
placed  on  the  board  for  study,  learned  and  recited  for  the  daily 
recitation.  Should  the  number  selected  in  this  way  be  found 
insufficient,  additional  words  should  be  assigned  from  the  texts 
adopted.  Words  learned  at  the  time  there  is  a motive  for  know- 


15 


ing  them,  are  learned  more  readily  and  remembered  with  greater 
certainty;  further  than  that,  it  seems  a waste  of  time  to  some 
extent  to  teach  words  that  are  not  very  likely  to  be  of  practical 
use.  While  the  adopted  text  is  especially  good  in  having  words 
of  that  kind,  yet  those  needed  in  community  study,  reading,  etc., 
will  be  found  more  valuable. 

The  suggestive  programs  provide  for  several  classes  reciting 
at  once.  This  can  and  has  been  done  with  great  success,  r>y 
arranging  them  in  rows  by  classes  and  assigning  words  rapidly 
to  class  after  class;  when  the  words  are  written,  it  is  very 
easy  to  do  this,  and’  in  oral  spelling  the  pupils  of  each  class, 
rather  than  the  teacher,  might  be  held  responsible  for  the  cor- 
rect spelling  of  each  word.  While  the  plan,  of  course,  is  not 
quite  as  satisfactory  as  to  have  separate  classes,  yet  in  consid- 
eration of  the  time  saved,  it  is  preferable.  Teachers  will  dis- 
cover that  they  can  soon  hear  two  or  three  classes  at  a time 
almost  as  easily  as  one. 


ARITHMETIC. 

No  provision  is  made  for  arithmetic  as  a special  subject 
until  the  sixth  grade.  Many  of  the  best  authorities  say  that 
pupils  will  learn  the  essentials  of  the  subject  in  a year  or  two 
if  postponed  until  they  reach  that  age  when  the  mental  faculties 
are  sufficiently  developed  to  readily  comprehend  it.  This  is 
the  chief  reason  for  omitting  the  subject  as  a special  until  that 
time.  Another  reason  is  that  we  have  been  in  the  habit  of  teach- 
ing much  more  arithmetic  than  is  needed.  Few  subjects,  if 
any,  provide  such  opportunities  for  the  elimination  of  sub-topics. 
Arithmetic  has  lost  its  one-time  standing  among  educators  as 
a means  for  developing  mental  power  and  ability  applicable 
along  other  lines;  one  may  be  excellently  trained  in  arithmetic 
and  yet  the  mental  traits  of  reasoning,  judgment,  etc.,  shown 
there,  will  not  be  applicable  to  other  lines  of  mental  effort.  Its 
value  as  a subject  in  the  curriculum  is  not  nearly  so  great  as 
practice  has  led  us  to  believe.  It  is  thought  that  the  time 
usually  given  to  arithmetic  will  prove  more  valuable  devoted 
to  some  of  the  industrials  included  here. 

While  arithmetic  has  been  given  no  separate  place  in  the 


16 


course,  yet  it  is  expected  that  pupils  will  get  much  arithmetic 
from  other  subjects  in  the  curriculum.  There  will  hardly  be 
a recitation  that  affords  no  opportunity  for  some  mathematics. 

Community  Study  is  made  up  largely  of  arithmetic  ; draw- 
ing scale  maps,  comparing  relative  sizes,  values,  etc. ; taking 
the  census  called  for,  listing  plants  and  animals,  studying  the 
economic  side  as  suggested;  transportation,  study  of  industries, 
etc.,  all  are  bound  up  with  arithmetic. 

Tool  Work,  Gardening,  Household  Practice  are  all  full  of 
arithmetic.  Measuring,  making  mechanical  drawings,  estimate 
ing  quantities  of  material,  etc. ; area  of  garden  plots,  value  of 
fertilizer  and  products,  yields,  value  of  time  used,  measure- 
ments, etc. ; measurements  of  cloth,  estimates  of  materials, 
amount  of  fuel,  recipes,  the  economic  side  of  the  subject,  etc. 
All  of  these  abound  in  and  are  essentially  a part  of  mathematics. 
They  cannot  be  taught  without  at  the  same  time  giving  a good 
part  of  the  time  to  arithmetic,  and  the  subject  will  be  more 
easily  learned  and  more  readily  applied  to  practical  affairs  for 
being  learned  as  the  necessity  for  certain  phases  or  processes 
arises. 

This,  then,  is  the  plan  proposed : to  have  all  problems  in 
mathematics  arising  from  any  other  subject  of  the  course,  pro- 
vide the  arithmetic  for  grades  up  to  sixth.  There  will  be  much 
of  it,  as  much  fully  as  there  should  be  of  arithmetic  in  these 
lower  grades.  To  be  sure,  the  amount  will  vary  day  to  day 
as  the  amount  of  mathematical  features  of  other  subjects  vary, 
but  there  will  be  some  arithmetic  connected  with  almost  every 
recitation. 

The  teacher  should  teach  rules  for  addition,  subtraction, 
multiplication,  division,  as  the  necessity  for  this  knowledge 
arises  in  connection  with  some  other  subject.  Problems  or  por- 
tions of  problems  too  difficult  for  the  class  in  which  they  arise 
will  be  assigned  to  pupils . with  ability  to  do  them.  There 
will  be  no  attempt  to  indicate  the  pupils’  standing  in  school 
by  their  ability  in  arithmetic  as  is  now  too  often  the  case. 

We  will  note  one  exception  to  this  general  rule:  the  tables 
for  multiplication  should  be  formally  taught  about  the  fourth 
or  fifth  grade;  they  will  require  little  time  and  need  no  ex- 
planations for  they  are  purely  mechanical  and  require  memory 
only.  Beginning  with  the  sixth  grade,  teachers  should  have 


17 


pupils  make  problems  based  on  conditions  existing  in  some 
phase  of  an  industrial,  largely  for  the  purpose  of  understand- 
ing the  mechanical  processes  required  to  solve  them;  no  prob- 
lem is  to  be  proposed,  however,  whose  solution  does  not  lead 
to  some  valuable  economic  knowledge  of  some  sort,  and  which 
is  not  called  for  by  the  conditions  being  studied  by  the  class. 

Arithmetic  is  not  to  be  omitted,  then,  but  will  receive  atten- 
tion incidental  to  other  subjects,  little  effort  being  made  to 
introduce  it  to  any  extent  in  the  lower  grades.  It  will  not  be 
taught  at  any  time  for  its  supposed  value  as  a means  of  im- 
proving the  mental  powers  along  other  lines,  but  simply  for 
the  purpose  of  having  pupils  get  enough  of  it  to  enable  them 
to  solve  readily  whatever  problems  relating  to  actual  life  are 
likely  to  confront  them.  Most  of  this  will  be  done  in  the  sev- 
enth grade. 

' Teach  whatever  processes  may  be  necessary  in  the  ordinary 
farmer’s  business  relations  which  have  not  already  been  learned 
incidentally.  No  effort  should  be  made  to  follow  a text-book, 
although  such  a book  might  be  in  the  hands  of  pupils  for  ref- 
erence as  to  methods  of  procedure.  Wherever  the  “why”  is 
called  for  it  should  be  answered ; otherwise,  simply  the  process 
is  sufficient. 

The  work  might  include  legal  forms  used  in  farmers’  busi- 
ness; order  forms;  something  of  percentage  and  interest;  sim- 
ple fractions,  common  and  decimal;  some  mensuration,  etc. 
Pupils  will  know  much  or  most  of  this  previous  to  seventh  grade. 
One  period  a day  will  be  devoted  to  arithmetic  in  sixth  and 
seventh  grades,  alternating  daily. 


GEOGRAPHY. 

Political,  descriptive  and  physical  geography  are  omitted 
from  this  course,  as  special  subjects,  with  the  expectation  that 
community  study,  with  the  atlas  and  maps  suggested  as  refer- 
ences, will  result  in  as  much  knowledge  of  this  subject  as  can 
be  made  much  use  of.  Children,  through  community  study, 
should  have  a fairly  accurate  and  useful  knowledge  of  places 
and  people  related  to  them  or  their  community  in  any  close 
way;  other  geographical  knowledge,,  while  worth  something,  is 


18 


not  considered  as  valuable  as  other  subjects  in  the  elementary 
grades,  and  is  therefore  omitted. 

We  might  note  an  exception:  in  one  of  the  lower  grades 
children  should  be  taught  quite  a number  of  geographical  facts 
of  commonly  accepted  importance,  as  memory  exercises.  Ex- 
amples: names  of  states,  important  rivers,  largest  cities,  cap- 
itals, etc. 

In  the  sixth  grade  pupils  begin  the  formal  study  of  indus- 
trial or  commercial  geography,  as  it  is  considered  of  far  greater 
value  to  them  than  either  of  the  other  phases  of  geography. 
Any.  good  text  will  do  for  the  present.  It  should  be  presented, 
not  in  the  order  of  the  text,  but  in  the  order  of  its  importance 
and  relation  to  the  welfare  of  the  child  and  community.  It 
should  relate  very  closely  to  community  study,  being  almost  a 
part  of  it.  Incidental  to  this  study,  there  will  be  learned  an 
immense  amount  of  political  and  descriptive  geography,  enough 
for  all  practical  purposes. 


HISTORY. 

The  formal  study  of  Louisiana  History  will  be  taken  up 
in  the  seventh  grade,  with  the  texts  and  in  the  manner  out- 
lined in  the  present  course;  other  formal  history  of  the  United 
States  and  Europe  will  be  postponed  until  the  high  school  is 
reached.  This  seems  preferable  for  the  reason  that  children 
have  already,  in  their  reading  course,  become  pretty  well  in- 
formed about  historical  events,  and  are  not  sufficiently  devel- 
oped to  make  any  deductions  that  will  affect  their  conduct 
until  they  are  at  the  high  school  age.  History  is  worth  little 
except  for  the  lessons  it  teaches  as  to  the  value  or  injury  result- 
ing to  nations  from  certain  courses  of  action.  Pupils  must 
have  become  mature  enough  to  understand  these  causes  and 
results  in  about  their  full  value  before  they  get  much  from 
the  subject. 


CIVICS. 

The  outline  in  the  present  course,  as  weir  as  the  text,  is  con- 
sidered excellent,  and  will  be  carried  out  in  this  course  in  the 


19 


same  maimer  and  in  the  same  grade.  Civics  is  one  of  the  best 
subjects  of  a school  course  and  should  be  taught  in  such  a man- 
ner as  will  make  the  pupils  more  broad-minded  and  efficient 
citizens.  It  might  alternate  in  seventh  grade  with  history. 


NATURE  STUDY  AND  HANDWORK. 

The  purpose  of  this  work  is  to  train  the  hand  to  obey  the 
mind  accurately,  give  a foundation  for  the  industrial  work  to 
follow  later,  and  to  gain  a clearer  and  fuller  knowledge  of  the 
environment  by  expressing  certain  phases  of  it  through  these 
activities. 

It  will  require  but  a short  time  daily  for  the  teacher  to 
assist  pupils  in  preparing  materials,  and  in  giving  definite 
instruction  as  to  what  is  to  be  done;  the  work  itself,  usually, 
may  go  on  while  other  classes  are  reciting.  Care  should  be 
taken  to  assign  such  work  to  individual  pupils  as  will  interest 
them  and  at  the  same  time  be  easily  executed.  The  practical 
side  of  this  work  should  predominate;  that  which  promises 
most  useful  results,  and  the  various  stages  of  the  child’s  devel- 
opment must  always  be  borne  in  mind. 

The  work  for  the  first  four  grades  of  school  is  here  given 
together ; the  topics  suggested  will  indicate  the  nature  of'  the 
work  expected  and  teachers  can  subdivide  it  by  grades,  as 
their  judgment  approves;  they  can  also  select  much  material 
from  the  present  adopted  course  and  from  other  courses  of 
study,  which  can  be  presented  from  the  point  of  view  herein 
indicated.  With  the  teacher  of  initiative  and  resource,  the 
trouble  will  be  to  select  only  the  best  that  suggests  itself  to 
her,  rather  than  to  find  a lack  of  suggestive  work. 

The  following  equipment  is  desirable : kindergarten  scis- 
sors, supply  of  paper,  colored,  white,  cardboard,  etc. ; blocks 
(made  by  larger  boys,  perhaps),  splints,  sticks,  spools,  geo- 
metric blocks,  etc. ; twine,  cotton  thread,  colored  wrapping 
twine,  coarse  needles,  clay,  such  as  may  be  obtained  in  the  vicin- 
ity, vines,  rushes,  pliable  bark,  grasses,  reeds,  wild  cane,  cigar 
boxes,  etc.  Teachers  will  find  an  abundance  of  material ; pref- 
erence must  always  be  given  to  that  available  at  first  hand.  In 
fact,  it  is  doubtful  whether  the  intent  of  this  course  can  be 


20 


carried  out  by  using  purchased  materials.  Where  a fairly 
good  quality  of  clay  may  be  found  in  the  community,  it  will 
possibly  serve  as  the  best  material,  as  it  may  be  utilized  for 
so  many  purposes  and  provides  such  splendid  educational  op- 
portunities for  development  of  hand  and  brain. 

The  following  is  suggestive  of  what  may  be  done:  Clay 
modeling  of  farm  animals,  implements,  fruits,  vegetables,  build- 
ings, plants,  persons,  etc.,  and  using  these  models  for  drama- 
tizing scenes  from  local  life  or  history;  tracing  these  same 
things,  or  many  of  them,  from  designs  prepared  with  the 
teacher;  constructing  fences,  playhouses,  buildings,  furniture, 
boxes,  picture  frames,  etc.,  from  blocks,  cardboard,  thin  wood, 
reeds,  etc. ; cutting  from  paper,  upon  which  the  designs  have 
been  traced,  or  freehand,  cutting  the  objects  named  above; 
practice  in  stenciling  designs  of  above,  to  be  worked  in  with 
large  thread;  weaving  and  braiding  of  mats,  blankets,  school 
bags,  baskets,  picture  frames,  etc.,  from  suitable  materials ; mak- 
ing book  covers,  dolls’  clothes,  carpets,  etc.;  designing,  cutting, 
sewing,  modeling  scenes  suggested  either  from  reading  lessons, 
from  community  life,  or  activities  of  the  children.  The  actual 
objects  should  be  present  and  the  scenes  portrayed,  whenever 
possible,  before  the  handwork  is  done. 

It  is  again  suggested  that  the  individual  capabilities  of 
children  and  their  interests  should  be  more  powerful  factors  in 
determining  what  shall  be  attempted  than  anything  else.  It 
should  not  be  mandatory  that  all  children  do  the  same  thing; 
certain  features  of  the  work,  for  which  some  children  are  not 
well  fitted,  should  be  omitted  for  them.  Try  to  learn  inherent 
aptitudes  for  certain  lines  of  nature  study  or  handwork,  and 
develop  them.  Remember,  too,  that  small  children  tire  quickly, 
so  intersperse  a liberal  amount  of  play,  out  of  doors  usually, 
with  what  is  required  at  the  seats. 

Under  this  head  would  fall  the  subject  of  games;  teach  the 
children  many  games  involving  the  use  of  the  body,  limbs,  fin- 
gers, senses,  etc.  and  requiring  a knowledge  of  community  life. 
In  fact,  community  life  may  be  enriched  by  introducing  games 
which  would  naturally  interest  children  but  which  also  require 
some  knowledge  not  common  to  the  community.  It  is  proposed, 
in  this  course,  that  the  teacher  assume  charge  of  the  playground 
for  younger  pupils  and  direct  their  play  in  so  far  as  she  can 


21 


without  interfering  with  their  originality  and  spontaneity.  It 
is  believed  that  games  are  of  greater  educational  value  than 
is  the  routine  class  work  in  the  schoolroom. 

Under  the  head  of  nature  study  will  fall  other  things  than 
those  just  mentioned,  although  much  of  the  above  fulfills  the 
object  of  nature  study:  to  assist  the  child  to  understand  the 
phenomena,  most  common  to  him.  In  addition  to  what  has  been 
outlined,  pupils  might  make  a weather-vane,  gather  collections 
of  insects,  and  minerals;  make  excursions  to  note  some  definite 
thing,  usually  into  fields,  meadows,  woods,  on  bank  of  stream, 
etc. ; note  how  animal  and  insect  life  is  carried  on  in  its  nat- 
ural state;  go  fishing,  wild  fruit  or  nut  gathering;  often  on 
an  excursion  for  no  definite  purpose  but  to  discover  new  things 
and  develop  new  lines  of  investigation. 

The  most  important  phase  of  the  nature  study  work  is  an 
explanation  for  much  of  the  phenomena  about  the  pupil  which 
neither  he  nor  his  parents  well  understand : things  relating  to 
physics  and  mechanics.  Any  elementary  school  course  will  be 
found  suggestive. 

Enough  has  been  given  to  suggest  the  point  of  view  to  be 
held  in  this  work : to  assist  the  children  in  adjusting  themselves 
to  their  environment,  aid  in  developing  the  use  of  body  and  its 
members,  and  provide  an  outlet  for  that  natural  tendency  -of 
the  child  toward  activity.  As  has  been  said,  teachers  will  find 
abundant  material  for  the . four  first  grades  in  the . preceding 
pages,  but  they  can  add  to  these  suggestions  from  many  other 
sources,  particularly  the  course  of  study  now  in  use. 

This  work  should,  in  the  fourth  year,  lead  up  to  and  con- 
nect naturally  with  the  community  study  and  the  industrials 
of  gardening,  tool  work  and  household  practice;  in  fact,  some 
of  the  work  herein  indicated  may  profitably  and  properly  con- 
tinue into  the  fifth  or  even  sixth  grade. 


SCHOOL  GARDENING  AND  AGRICULTURE. 

While  the  school  gardening  of  this  state  has  not  been  an  en- 
tire failure  in  the  places  where  it  has  been  attempted,  yet, 
with  a few  notable  exceptions,  the  work  has  been  of  little  value. 
In  many,  or  most  cases,  perhaps,  the  school  garden  was  one 


22 


of  the  poorest  of  the  community,  irregular  in  form,  poorly  pre- 
pared for  planting,  cared  for  at  odd  times,  which  often  resulted 
in  it  being  full  of  grass  or  weeds,  and  very  often  reflected  dis- 
credit on  the  attempt  of  teachers  to  handle  this  subject. 

The  causes  for  these  poor  results  have  been  several:  in  the 
first  place,  the  average  farmer  knows  more  about  the  ordinary 
vegetable  garden  than  does  the  average  teacher;  he  makes  it 
a part  of  his  business  to  have  his  garden  well  cared  for,  while 
the  teacher  has  too  often  considered  this  work  as  purely  inci- 
dental, to  receive  such  time  from  her  and  the  pupils  as  might 
not  be  used  in  classroom  work.  Neither  has  she  had  the  knowl- 
edge or  experience  necessary  to  insure  a successful  garden. 
Then,  again,  it  has  been  considered  that  the  chief  purpose  of 
the  garden  was  to  demonstrate  scientific  principles  of  plant 
culture,  most  of  which  could  be  illustrated  in  a poor  garden 
about  as  well  as  a good  one;  the  farmer,  on  the  other  hand,  has 
measured  the  success  of  this  work  by  the  appearance  of  the 
garden,  as  have  the  children  usually,  and  rightfully  so.  As  a 
consequence,  school  gardening  has  been  considered  of  little 
value  by  either  pupils  or  parents. 

That  school  gardening  has  a great  value  in  the  elementary 
grades  is  true  for  several  reasons,  chief  of  which  is  the  means 
which  it  provides  for  demonstrating  scientific  principles  of  plant 
culture;  we  cannot  accomplish  this,  however,  unless  we  change 
our  plans  for  the  work.  As  long  as  the  average  school  teacher 
attempts  to  raise  as  good  or  better  spring  or  summer  garden 
as  the  farmer  of  her  community,  who  makes  it  his  business,  the 
garden  is  doomed  to  disrepute ; it  must  either  be  abandoned  and 
experiments  for  demonstration  purposes  carried  on  in  other 
ways,  or  a new  scheme  devised  whereby  the  garden  at  school 
will  deserve  the  respectful  attention  of  the  farmer. 

This  can  be  done,  it  is  believed,  by  giving  the  garden  a 
place  of  importance  in  the  course  which  it  has  rarely  had ; it 
must  be  considered  as  essential  a part  of  the  work  of  the  pupils 
as  arithmetic,  and  must  have  its  place  on  the  program;  the 
garden  must  either  present  a good  appearance  as  to  arrange- 
ment, proper  planting  and  cultivation,  etc.,  or  not  be  attempted  ; 
should  it  deteriorate,  it  loses  its  value  and  should  be  destroyed. 
A better  feature  yet,  it  seems,  would  be  to  teach  the  farmer 
something  he  either  does  not  know  or  does  not  practice  about 


23 


vegetable  gardening.  This  seems  difficult,  but  authorities  tell 
us  it  is  not.  For  instance,  the  average  farmer  does  not  use  hot 
beds  or  cold  frames;  he  does  not  get  out  such  plants  as  cucum- 
bers, watermelons,  etc.,  as  early  in  the  spring  as  he  might  by- 
pot  planting;  he  has  little  or  no  winter  garden,  which  is  pos- 
sible in  Louisiana  with  about  the  same  effort  required  to  raise 
a spring  garden.  If  the  school  will  attempt  these  things,  which 
he  does  not  practice,  it  will  not  have  to  stand  as  a rival  of 
his  spring  garden,  usually  to  its  discredit,  and  it  will  serve  to 
demonstrate  that  there  are  things  of  material  value  about  gar- 
dening that  he  does  not  know.  The  principles  of  plant  growth 
can  be  as  well  illustrated  in  a winter  garden  as  in  a spring 
garden. 

This  is  the  purpose  of  the  course  given  here.  It  is  not  pro- 
posed to  plant  spring  and  summer  gardens  to  be  left  to  the 
grass  and  weeds  at  the  close  of  school  and  which  will  compare 
unfavorably  with  the  best  gardens  of  the  community,  but  to 
demonstrate  the  possibilities  and  use  of  cold  frames,  hot  beds, 
early  pot  planting,  and  the  winter  garden.  If  such  can  be  done, 
the  school  will  be  of  real  service  to  the  farmer  in  a direct  way, 
as  well  as  teach  his  boy  that  there  is  a reason  underlying  all  the 
farmer  does,  if  he  does  it  right. 

The  first  avowed  purpose  must  be  to  succeed  in  what  is 
attempted;  if  a garden  is  planted,  it  must  be  a good  one;  if 
the  hot  bed  and  cold  fraffies  are  to  be  used,  they  must  pro- 
duce the  earlier  vegetables.  No  scientific  knowledge  gained  by 
the  boys  will  atone  for  a disreputable  garden  in  a community 
where  one’s  reputation  depends  largely  upon  the  appearance 
of  his  fields.  It  must  be  planned  for,  and  worked  with  the 
same  conscientiousness  which  a teacher  gives  to  reading,  or  any 
other  school  subject.  It  should  have  as  its  first  aim  to  teach 
people  of  the  community  that  they  can  have  vegetabls  all  win- 
ter, a variety  of  them,  and  that  they  can  have  tomatoes,  melons, 
etc.,  much  earlier  in  the  spring  than  they  have  been  accustomed 
to  have  them.  That  should  be  its  aim  with  reference  to  the 
community,  so  that  the  subject  will  gain  a place  in  school  work ; 
with  the  pupils,  the  aim  should  be  to  demonstrate  principles 
of  agriculture  studied  in  class;  they  should  be  aware  of  the 
first  named  aim  and  will  take  greater  interest  in  the  work  if 
they  know  the  purpose  is  to  do  something  their  fathers  have 


24 


not  been  doing.  The  other  aim  should  be  incidental  and  sec- 
ondary in  the  minds  of  pupils  but  important  to  the  teacher. 
If,  by  this  means,  we  can  gain  the  respectful  attention  of  the 
citizens  and  boys,  agriculture  will  soon  assume  the  place  it  de- 
serves in  the  schools. 

As  may  have  been  assumed  by  the  foregoing,  gardening 
must  not  be  attempted  by  a teacher  who  is  not  qualified  to 
teach  it  as  outlined  and  who  is  not  impressed  with  its  im- 
portance. It  would  be  better  to  omit  the  subject  from  the 
course  rather  than  belittle  it.  The  size  of  the  ground,  condi- 
tion of  the  fence,  quality. and  condition  of  soil,  number  of  boys, 
equipment  owned  or  available,  attitude  of  parents,  garden  prac- 
tice of  the  community,  etc.,  will  all  be  determining  factors  in 
deciding  what  and  how  much  shall  be  attempted  in  each  com- 
munity. 

For  the  purposes  set  forth,  a small  garden  will  serve  as 
well  as  a large  one,  the  size  being  sufficient  to  allow  for  possible 
replanting  or  planting  of  additional  quantities;  the  fence  must 
be  stock  proof;  the  soil  must  be  put  in  such  a state  of  culti- 
vation as  to  insure  success,  and  must  be  fertilized  to  its  best 
production;  there  must  be  tools  available  for  use  at  the  time 
needed,  and  there  must  be  means  of  insuring  success  along  all 
lines  before  attempting  the  work.  A resourceful  teacher  will 
provide  these  means,  almost  regardless  of  the  condition  she  may 
find  at  the  school,  if  her  heart  is  in  this  kind  of  work;  if  it 
isn’t,  she  will  fail  anyway. 

The  equipment  should  consist  of  hoes,  rakes,  weeders,  spades, 
a wheelbarrow,  manure  fork  and  such  other  things  as  may  be 
had,  depending  upon  the  number  of  boys.  In  large  schools 
where  a horse  and  plow  may  be  had,  there  might  be  added 
certain  tools  to  be  drawn  by  the  horse. 

This  course  does  not  propose  to  outline  the  scientific  work 
to  be  attempted  in  the  sixth  and  seventh  grades;  little  can  be 
done  in  the  sixth,  and  the  agriculture  as  already  outlined  for 
seventh  will  run  parallel  to  this  work.  The  two  grades  should 
work  together  in  the  garden  and  boys  of  sufficient  age  from 
fifth  or  even  fourth  grades  should  be  allowed  to  enter  this 
practice  work;  they  may  get  the  habit  of  correct  culture  with- 
out understanding  much  of  the  theory  for  it.  Pupils  of  the 


25 


seventh,  grade  will  carry  on  a scientific  study  of  agricultural 
principles. 

Children  must  keep  account  of  time  and  expense ; the  profit 
or  loss  to  be  determined. 

Making  the  garden. — The  soil  must  be  put  in  first-class  con- 
dition early  in  the  fall ; weeds  and  grass  turned  under  well  and 
allowed  to  decay  before  pulverizing  the  soil  for  planting.  Every 
foot  of  the  garden  must  be  broken,  up  into  the  fence  corners, 
around  stumps,  etc.  Before  planting,  the  soil  must  be  free  of  trash 
of  any  kind  and  thoroughly  porous  and  pulverized  to  a considera- 
ble depth;  in  fact,  this  condition  must  exist  immediately  pre- 
vious to  the  planting  of  any  bed.  Pupils  will  have  learned  the 
first  lesson  in  all  kinds  of  cultivation  when  they  learn  this: 
they  will  also  learn  that  the  land  wasted  by  most  farmers  by 
turn  rows,  fence  borders,  etc.,  totals  a good  amount  and  adds 
to  the  unsightliness  of  the  field. 

Seed  should  be  carefully  selected  and  thoroughly  tested  for 
germinating  qualities  before  planting ; this  is  also  essential. 
They  may  be  bought  from  reputable  southern  seed  houses  or  a 
few  may  be  had  from  the  departments  of  agriculture,  state  and 
national.  In  any  case,  the  quality  of  the  seed  must  be  assured, 
and  the  varieties  planted  that  are  known  to  be  adapted  to  the 
purpose  and  soil. 

As  many  of  the  following  vegetables  should  be  planted  as 
seem  to  promise  success:  cabbage,  lettuce,  turnips,  rutabagas, 
radishes,  spinach,  mustard,  onions,  shallots,  culiflower,  marrow- 
fat peas,  celery,  parsley. 

Many  of  these  are  raised  by  farmers  of  the  state,  but 
few  of  them  attempt  to  have  them  out  the  regular  season. 
Nearly  all  can  be  raised  during  winter  months  in  almost  any 
part  of  the  state  in  the  open ; in  any  part,  with  little  protection 
from  extreme  temperatures.  Some  of  these  vegetables,  while 
of  great  value,  are  little  known  in  certain  localities.  It  would 
be  quite  a service  if  we  could  introduce  into  a community  one 
new  vegetable  which  added  to  the  fare  of  its  citizens  during 
months  when  there  is  usually  little  enough  from  the  garden. 

It  is  impracticable  here  to  give  instructions  for  the  cultiva- 
tion of  each  of  these  vegetables;  the  teacher  will  already  know, 
before  planting  them,  the  kind  of  soil  they  prefer,  and  the  con- 
ditions necessary  for  their  growth.  She  must  provide  such 


26 


means  as  may  be  necessary  for  the  protection  of  any  of  them 
during  coldest  weather.  Little  cultivation  or  attention  to  plants 
is  necessary  in  the  winter,  except  to  protect  them  from  extremes 
of  temperature;  this  must  be  done,  or  it  is  useless  to  attempt 
the  work.  The  use  of  cold  frames  can  be  demonstrated  in  this 
case  as  well  as  in  the  case  of  plants  set  out  early  in  the  spring. 

The  hot  bed  as  a means  for  providing  farmers  with  early 
cabbage,  tomato,  pepper,  and  other  plants;  furnishing  early 
cuttings  for  sweet  potatoes,  and  as  a means  for  raising  such 
of  the  vegetables,  heretofore  mentioned,  as  may  not  grow  read- 
ily in  the  community,  is  one  of  the  best  features  of  the  school 
garden.  If  we  can  get  farmers  to  consider  hot  beds  just  as 
important  as  farm  implements  we  would  increase  the  influence 
of  the  garden  as  well  as  add  to  the  table  fare.  The  boys  of 
the  tool  work  class,  if  there  be  one,  will  make  the  frame  work 
for  the  bed;  if  the  boys  are  not  able  to  do  this,  .the  teachers 
can  have  some  man  of  the  community  prepare  the  structure. 
Great  care  must  be  taken  to  make  the  bed  itself  suitable  for  its 
purpose ; it  must  have  the  right  proportion  of  manure  of  the 
right  age;  the  soil  must  be  in  right  quantities  and  of  the  qual- 
ity suited  to  the  plants  which  it  is  proposed  to  raise.  It  would 
certainly  be  unwise  for  a teacher  to  attempt  to  have  a hot  bed 
without  having  had  experience  with  one,  or  have  expert  advice 
easily  available.  Better  omit  it  entirely. 

In  connection  with  this  school  gardening,  it  would  be  an 
excellent  idea  to  supply  the  community  with  early  plants  from 
the  school  beds  for  their  gardens ; a charge  might  reasonably 
be  made.  The  school  should,  as  a proper  and  essential  function, 
test  §eeds  of  the  community,  all  kinds,  for  their  germinating 
qualities ; it  should  serve  the  community  in  as  many  other  ways 
as  possible  by  performing  services  which  the  farmers,  indi- 
vidually, are  unprepared  to  do. 

Instead  of  individual  plots  in  this  work,  it  would  perhaps 
be  better  for  the  purpose  in  mind  to  have  the  class  work  to- 
gether as  a group.  Recent  observation  has  proven  that  excellent 
work  may  be  expected  in  this  way,  and  it  would  likely  prevent 
the  occurrence  of  unsightly  patches  in  the  garden,  caused  by 
careless  pupils. 

For  laboratory  (indoor)  work  for  sixth  grade,  nothing  given 
here  will  equal  what  may  be  had  from  the  reprint  from  the 


27 


Year  Book,  U.  S.  Department  of  Agriculture,  1905,  entitled 
‘ ‘ Illustrative  Material  in  Rural  Schools.”  It  is  free  and  con- 
tains the  most  valuable  suggestions  and  instructions  as  to  what 
can  be  done  in  a small  rural  school,  together  with  lists  of  appa- 
ratus, costing  little  or  nothing.  No  school  can  afford  to  be 
without  it.  The  suggestions  contained  in  it  along  the  line  of 
scientific  principles  will  serve  as  an  abundant  supply  for  this 
sixth  grade. 

For  the  study  of  scientific  agriculture  in  the  seventh  grade, 
the  adopted  text,  in  addition  to  pamphlets  indicated  herein, 
will  be  foupd  sufficient  for  reference.  The  outlines  for  this 
subject  in  the  course  now  in  use  are  excellent  and  should  be 
followed  as  closely  as  is  consistent  and  practicable. 

References : Texts  on  gardening ; bulletins  from  U.  S.  and 
State  departments  of  agriculture  (most  valuable).;  most  aid 
will  be  received  from  study  of  garden  practices  of  the  com- 
munity and  the  possibilities  of  their  improvement.  Texts  in 
agriculture  will  furnish  all  suggestions  necessary  in  teaching 
the  scientific  side  of  the  subject. 


PHYSIOLOGY  AND  SANITATION. 

The  texts  now  in  use  should  be  followed,  but  the  subject 
carried  through  the  fifth  grade  only.  This  can  be  done  by 
eliminating  much  of  little  value  to  pupils.  The  work,  how- 
ever, should  be  planned  and  taught  from  the  point  of  view  of 
applying  the  facts  learned  by  the  class  to  conditions  existing 
at  home,  at  school,  or  in  the  community;  whatever  seems  to 
have  little  bearing  upon  either  of  these  might  well  be  passed 
over  lightly,  with  the  exception  of  a knowledge  of  the  structure 
and  functions  of  the  most  important  organs  of  the  body. 

An  important  part  of  this  work  should  be  the  teaching  of 
the  health  and  sanitation  laws  of  the  state  and  the  rulings  of 
the  State  Board  of  Health ; such  knowledge  will  be  of  far  more 
actual  value  than  a memorized  statement  of  the  circulation  of 
the  blood  or  a detailed  description  of  the  process  of  digestion. 
Teachers  should  be  careful  to  draw  the  line  distinctly  in  their 
own  minds  between  what  is  of  real  immediate  value  to  pupils 
as  coming  citizens  and  what  pertains  more  particularly  to  the 
experts  ( physicians ) . 


28 


In  addition  to,  or  in  place  of,  what  is  suggested  in  the  texts, 
pupils  should  be  well  informed  about  the  following : The  house- 
fly and  other  insects  as  carriers  of  disease  and  infection ; meth- 
ods of  eradication;  how  infection  comes  about,  how  to  disinfect 
home  and  premises;  symptoms,  causes,  prevention,  treatment, 
and  seriousness  of  tuberculosis,  typhoid,  hook  worm,  and  other 
common  and  severe  contagious  and  infectious  diseases;  plans 
for  sewer  systems,  value  of  them;  proper  location  of  wells, 
toilets,  etc.,  as  applied  to  homes  of  the  community;  sources  of 
impure  water ; general  farm  sanitation ; dangers  of  patent 
medicines,  etc. 


DRAWING. 

It  is  not  thought  advisable  to  set  aside  a recitation  period 
for  drawing  in  the  rural  schools;  neither  does  it  seem  best  to 
outline  a course  of  study  for  this  subject  independent  of  other 
work.  This  does  not  mean,  however,  that  drawing  is  consid- 
ered of  small  importance;  it  is  an  essential  part  of  the  work 
in  any  course.  It  will  perhaps  receive  as  much  attention,  it 
is  believed,  by  being  taught  incidental  to  other  subjects,  as 
if  it  had  been  assigned  a period  to  itself  and  had  a separate 
course,  and  will  even  have  greater  value. 

Community  Study  will  furnish  the  means  for  much  draw- 
ing, almost  enough  for  the  course,  if  carried  out  as  planned. 
The  maps,  illustrations  of  plants  and  occasionally  of  animals, 
sketches  of  sites,  etc.,  furnish  a strong  motive  and  an  excellent 
means  for  drawing. 

School  Gardening  will  also  provide  for  much  drawing.  The 
garden  plot  is  to  be  sketched  and  mapped  out  for  the, season’s 
work ; illustrations  of  implements,  vegetables,  etc. ; plans  for 
hot  bed,  etc.,  will  all  require  work  in  drawing.. 

Household  Practice  is  rich  in  its  possibilities  for  drawing; 
patterns  must  be  made;  sketches  for  decorating  and  beautify- 
ing home  and  grounds;  designs  for  furniture,  curtains,  car- 
pets, etc. ; designs  for  dresses,  hats,  etc.  There  will  be  discov- 
ered many  opportunities  for  having  the  girls  develop  skill  and 
originality  in  drawing  incidental  to  the  regular  work  of  this 
subject. 


29 


Tool  Work  itself  will  be  largely  drawing.  The  plan  for 
everything  made  is  to  be  drawn  before  the  work  begins ; almost 
every,  lesson  will  be  in  part  a lesson  in  mechanical  drawing,  the 
kind  of  most  interest  and  value  to  the  boys;  they  get  little  of 
it  in  the  regular  course  now;  it  would  be  better  to  have  the 
art  side  of  the  subject  somewhat  abbreviated  than  to  have  the 
mechanical  side  omitted,  as  at  present. 

The  foregoing  are  simply  suggestions  which  any  good  teacher 
can' use  in  a way  that  will  give  her  pupils  as  much  drawing  as 
they  now  have  and  as  the  subject  deserves.  Some  days  there 
will  be  need  for  little  or  no  drawing;  other  days  the  major 
part  of  the  recitation  will  consist  of  sketches,  plans,  designs, 
etc.  The  subject  will  thus  receive  its  due  attention  in  this  way. 


MUSIC. 

Singing  should  be  an  essential  feature  of  all  school  work. 
The  technique  of  music  hardly  seems  of  enough  relative  value 
to  be  entitled  to  a place  in  rural  school  work  of  elementary 
grades.  Some  of  the  theory  might  be  taught  incidental  to  the 
rote  songs  learned,  but  as  a technical  subject  it  has  been  omitted 
from  this  course. 

There  is  provided  a period  each  day,  however,  when  all  the 
pupils  of  the  school  will  sing  songs;  it  will  develop  voices,  and 
act  as  a regulative  of  conduct.  That  is  as  much  as  is  herein 
provided  for. 

The  teacher  is  to  have  pupils  learn  many  songs  by  rote; 
songs  that  appeal  to  the  interests  of  children  of  the  ages  of  those 
taking  part  in  them,  and  relating,  as  much  as  possible,  to  their 
experiences  and  environment;  these  songs  may  be  had  from  the 
present  texts  on  music  and  from  many  other  sources.  If  the 
community  has  a song  or  songs,  provincial  in  character,  they 
would  be  taught  also.  In  any  case,  the  children  should  sing 
each  day  as  suggested. 


TOOL  WORK. 

For  Boys  Between  the  Ages  of  12  and  18  Years. 

The  object  of  this  tool  work  is  not  to  train  for  the  trades 


30 


nor  lead  to  mechanical  pursuits;  it  is  simply  for  the  purpose 
of  teaching  the  boys  to  become  efficient  in  handling  only  the 
ordinary  carpenter’s  tools,  to  the  extent  of  being  able  to  do 
whatever  tool  work  may  later  be  necessary  for  them  to  do  on 
the  farm  in  a substantial  and  creditable  manner.  By  construct- 
ing whatever  is  within  their  ability  to  do,  among  the  needs  of 
their  school,  they  should  acquire  this  skill  to  some  extent  at 
least;  by  maintaining  fences,  outbuildings,  etc.,  in  good  repair 
at  school,  they  should  have  formed  the  habit  of  keeping  up 
the  same  things  at  home.  A boy  who  has  had  tool  work  of 
this  kind  for  a year  or  two  will  be  disinclined  to  pass  through 
the  front  grate  at  home  several  times  a day  when  it  hangs  by 
one  hinge:  he  will  be  as  much  hurt  by  seeing  the  panels  of 
fence  around  the  yard  lean  to  one  side  and  the  other  as  he 
will  to  see  the  corn  taken  by  the  grass. 

This  habit  of  desiring  to  maintain  everything  on  the  farm 
in  repair  is  one  of  the  chief  aims;  another  is  to  be  able  to  dis- 
cern between  substantial  and  poor  construction;  if  not  able  to 
do  everything  needed  on  the  farm,  he  should  at  least  know  the 
characteristics  of  good  construction  work. 

Besides  the  foregoing,  tool  work  at  the  school  should,  to 
some  extent,  satisfy  the  boy’s  normal  desire  for  activity  along 
useful  lines.  The  school  will  thus  get  improvements  which  in 
many  cases  it  would  do  without,  or  which  would  cost  the 
school  authorities  considerable  money.  It  might  also  often  de- 
velop or  cultivate-  tendencies  of  that  occasional  .boy  who  has  no 
taste  or  ability  for  abstract  things,  in  books,  and  induce  him 
to  go  where  he  can  get  proper  training  for  mechanical  pur- 
suits. 

Tool  work  of  the  kind  indicated  cannot  be  successfully  done 
in  schools  where  the  teacher  has  not  had  some  training  in  the 
use  of  tools;  to  be  valuable,  the  teacher  must  know  the  quali- 
ties of  good  construction  and  have  some  considerable  skill  in 
the  use  of  tools.  Every  rural  school,  however,  should  have  a 
set  of  tools  and  use  them  as  best  they  can;  it  can  hardly  be 
called  training,  however,  when  the  teacher  has.  little  knowledge 
of  either  the  skillful  use  of  tools  or  the  character  of  good  tool 
work. 

It  will  be  found  advisable  to  use  the  last  period  of  the 
afternoon  for  this  work;  perhaps  the  girls  of  the  school  will 


31 


at  the  same  hour  be  doing  something  in  the  way  of  sewing  or 
cooking.  Much  freedom  of  movement  and  speech  should  he 
allowed.  Ordinary  classroom  regulations  are  not  applicable 
to  this  work. 

Since  the  aim  of  the  practice  is  not  to  develop  skilled 
mechanics  nor  lead  to  the  trade  of  carpenter,  the  technical  or 
scientific  side  of  the  work  should  not  be  stressed;  skill  in  the 
use  of  tools,  the  ability  to  recognize  good  work,  speed  in  the  use 
of  tools,  and  the  habit  of  desiring  to  see  everything  about  the 
place  in  good  repair,  are  the  chief  aims.  However,  whatever 
technical  knowledge  may  be  necessary,  at  times,  for  the  work 
at  hand,  should  be  given,  incidental  to  such  work  and  for  the 
sole  purpose  of  aiding  in  the  particular  piece  of  work  being 
done.  It  seems  doubtful  whether  such  technical  instruction 
should  ever  be  given  in  this  course  apart  from  such  immediate 
need. 

It  seems  advisable,  in  introducing  this  work  into  the  ele- 
mentary grades,  not  to  classify  boys  according  to  grade,  but  to 
allow  all  boys  of  sufficient  age  and  maturity  to  enter  the  class; 
the  work  should  also  be  optional  until  its  value  is  realized  more 
fully  by  pupils  and  parents. 

The  material  should  consist  of  whatever  kind  of  lumber  is 
available  and  most  commonly  used  in  the  community.  The  par- 
ish school  board  will  likely  pay  for  whatever  lumber  may  be 
used  in  repairing  and  constructing  buildings  and  furniture  for 
the  school;  pupils  themselves  should  pay  for  whatever  mate- 
rials may  be  used  in  constructing  such  things  for  use  in  their 
homes.  It  might  be  found  that  some  saw  mill  of  the  commu- 
nity would  take  enough  interest  in  this  work  to  furnish  mate- 
rials, since  the  value  of  them  will  not  often  be  great. 

If  the  school  is  in  need  of  few  repairs  or  little  construction 
work,  the  work  hour  should  be  utilized  in  making  things  for 
the  homes ; the  tools  should  be  used  every  day  for  about  the 
same  length  of  time  in  any  case.  If  there  is  little  demand  from 
homes  for  work,  there  might  be  made  models  of  fireless  cook- 
ers, sinks  for  kitchen  use,  etc. ; things  that  farm  homes  need 
but  are  not  usually  supplied  with.  In  this  way,  their  use  might 
be  encouraged. 

The  cost  of  this  work  need  not  be  great.  While  a ready- 
made workbench  might  be  best  for  beginning,  yet  an  inexpensive 


32 


bench  might  be  made  by  the  teacher  and  boys;  if  their  ability 
is  not  thought  to  be  sufficient  for  this  at  first,  a long  plank 
laid  across  the  tops  of  desks  might  serve  for  a while,  pupils 
standing  in  the  aisles. 

The  amount  of  tool  equipment  may  be  determined  by  refer- 
ring to  the  following: 

General  tools : bit  brace,  set  of  augur  and  gimlet  bits,  set 
of  chisels. 

One  for  each  four  to  six  boys:  6 " try  square,  marking 
gauge,  20"  cross  cut  saw,  20"  rip  saw. 

One  for  each  two  to  four  boys:  14"  jack  plane,  12  oz.  claw 
hammer,  1"  chisel,  10"  back  saw,  jointed  ruler,  hatchet,  oil 
stone. 

The  above  is  about  the  minimum  equipment  with  which  it 
may  be  expected  to  do  much  work;  it  would  be  better  if  some 
of  the  following  could  be  added:  T square,  screwdrivers,  bevel, 
spirit  level,  cold  chisel,  wood  rasp,  hand  ax,  drawing  knife, 
grindstone  and  other  tools  needed  for  the  particular  kind  of 
material  or  the  particular  piece  of  work  at  hand.  The  teacher 
should  select  the  list  of  tools. 

Suggestive  work:  Tool  racks,  walks,  fences,  steps,  sheds  for 
horses  or  transfers,  outbuildings,  benches,  shelves,  tables,  plain 
book  cases,  other  cases,  vine  trellises,  cold  frames,  hot  beds, 
gates,  ladders,  hitching  racks,  water  troughs,  plain  chairs,  wheel- 
barrow for  garden  use,  plant  boxes,  etc. ; reading  tables,  cases, 
ironing  boards,  settees,  benches,  swings  window  seats,  stands, 
etc.,  for  the  home.  The  usefulness  and  simplicity  of  the  article 
should  be  the  determining  factors  in  deciding  as  to  whether 
it  shall  be  attempted.  Pupils  should  be  consulted  as  to  what 
they  consider  urgent  needs  and  as  far  as  possible  the  teacher 
should  have  such  things  made;  pupils  will  soon  learn  to  be 
careful  not  to  select  articles  requiring  skill  beyond  that  pos- 
sessed by  them. 


HOUSEHOLD  PKACTICE. 

The  object  of  this  course  is  to  teach  girls  of  rural  and  vil- 
lage communities  what  may  be  done  in  the  way  of  improving 
the  present  methods  of  cooking,  sewing  and  general  housekeep- 
ing, and  how  these  things  may  be  most  efficiently  and  econom- 


33 


ically  done.  The  same  work  would  be  equally  valuable  for  girls 
of  towns  or  cities,  and  it  is  being  done  in  many  schools  of  the 
North  and  East.  It  does  not  propose  to  be  a course  in  Domestic 
Science,  for  the  scientific  side  of  sewing  and  cooking  will  re- 
ceive little  attention;  girls  of  the  age  of  those  who  will  take 
this  course  are  not  mature  enough  to  understand  the  reasons 
for  many  excellent  household  practices  which  they  may  learn 
to  follow  with  skill  and  precision.  It  is  more  a course  of  simple 
instruction  than  one  of  scientific  value.  They  can  be  taught  to 
do  practically  everything  about  the  home  in  the  way  of  sewing, 
cooking  or  housekeeping  without  understanding  that  there  is 
a science  underlying  them.  Our  best  housekeepers  of  today 
are  simply  skilled  in  the  practice  without  knowing  the  science. 
To  be  sure,  the  scientific  and  economic  side  is  valuable  and 
should  be  learned  later,  and  will  be,  perhaps,  in  the  high  school 
course;  a short  course  of  this  kind  would  likely  induce  many 
girls  to  take  a high  school  course  who  would  otherwise  never 
appreciate  the  possibilities  and  value  of  such  a subject.  We 
believe  that  the  scientific  course  following  this  practical  course 
will  prove  more  valuable  than  it  would  be  otherwise,  because 
the  natural  method  has  always  been  to  follow  up  the  art  with 
the  science ; a science  is  unknown  until  the  art  has  developed. 

While  many  suggestions  are  given  as  to  what  might  be 
included  in  the  course,  it  is  understood  that  the  teacher  will 
make  a study  of  the  community,  as  to  the  general  knowledge  of 
housekeeping,  .and  make  such  selections  from  among  the  things 
herein  suggested  as  will  best  supply  the  most  important  needs 
of  the  home;  for  instance,  it  will  be  discovered  that  in  certain 
communities  the  cooking  is  quite  good,  but  few  know  much  of 
sewing;  another  community  may  have  the  conditions  reversed. 
In  some  localities,  the  housekeepers  understand  how  to  care  for 
milk  and  make  good  butter;  another  community  in  the  same 
parish  may  be  lacking  in  this  knowledge.  The  teacher  must 
give  time  and  stress  in  proportion  to  the  need  of  the  particular 
topic  or  phase  under  consideration,  as  applied  to  her  particular 
community. 

It  is  necessary  to  observe  much  caution  in  dealing  with 
these  subjects  in  order  that  housekeepers  may  not  receive  the 
impression  that  the  teacher  thinks  them  ignorant ; she  might 
speak  of  her  methods  as  simply  “ another  way  of  doing  it.” 


34 


As  in  the  case  of  tool  work,  no  teacher  should  attempt  to 
teach  this  work  unless  she  has  had  some  considerable  training 
for  it;  while  the  scientific  side  need  not  be  taught  to  any 
extent,  yet  it  is  necessary  for  the  teacher  to  know  much  of  the 
science  in  order  to  direct  practice  along  scientific  lines;  this 
refers  particularly  to  cooking.  In  the  sewing  and  general  house- 
keeping, a scientific  knowledge  is  not  so  essential.  Teachers 
can  get  many  suggestions  and  much  help  from  texts  on  home 
economics,  bulletins,  courses  of  study,  recipe  books,  etc. 

This  work  in  household  affairs  should  accompany  and  par- 
allel the  tool  work  for  boys;  two  separate  teachers  are  desirable 
for  the  two  subjects  although  the  same  teacher  may  do  the 
work  quite  satisfactorily  by  alternating  each  day’s  work.  The 
last  period  of  the  afternoon  is  perhaps  the  best  time  of  day 
for  work  in  each  of  the  two  named  subjects;  while  the  boys 
are  working  with  tools  the  girls  might  be  doing  their  work 
in  cooking,  sewing  or  other  household  matters. 

The  value  of  this  subject  for  girls  and  the  permanency  of 
it  in  the  elementary  school  course  depends  largely  upon  the 
extent  to  which  it  is  carried  into  the  homes  of  the  community 
and  practically  applied;  in  fact,  in  selecting  divisions  or  topics 
for  study,  the  teacher  should  be  guided,  to  a large  extent,  by 
the  probability  and  ease  with  which  such  may  be  taken  into 
the  homos.  If  this  were  a scientific  course,  such  adherence  to 
the  purely  practical  would  not  be  possible  nor  advisable,  but 
in  this  elementary  short  course,  where  time  is  an  important  ele- 
ment, and  which  it  is  hoped  will  lead  girls  to  desire  the  longer, 
more  technical  course  of  the  high  schools,  as  well  as  cause  their 
parents  to  feel  sympathetic  towards  it,  the  value  of  everything 
taught  should  be  measured  to  a considerable  extent  by  its  direct 
influence  in  the  homes. 

It  seems  that  the  first  year  of  the  inauguration  of  this  new 
course  it  would  be  desirable  to  have  parents,  mothers  in  par- 
ticular, come  to  the  school  often  and  get  in  touch  with  the 
work.  Teachers  might  plan  special  occasions  often  for  them; 
a plain  luncheon  after  the  girls  become  somewhat  proficient 
in  such  cooking;  the  demonstration  of  some  labor  or  drudgery 
saving  household  appliance,  or  some  other  special  feature  might 
serve  as  an  opportunity  to  get  mothers  into  the  school.  This 
might  ward  off  much  possible  criticism  from  well-meaning  per- 


35 


sons  who  think  the  school  is  a place  for  nothing  but  books. 

Good  work  can  be  done  with  little  equipment.  In  fact,  the 
absence  of  all  equipment  need  not  deter  any  resourceful,  qual- 
ified teacher  from  undertaking  some  work  along  this  line.  The 
instructions  or  directions  can  be  given  at  school  for  many  mat- 
ters connected  with  the  management  of  a household,  and  their 
application  made  at  each  girl’s  home,  a report  being  made  to 
the  teacher  the  succeeding  day  as  to  the  results.  There  are 
some  features,  however,  which  require  such  minute  and  close 
suprvision  to  insure  success,  that,  in  the  absence  of  equipment, 
should  be  omitted  entirely  from  the  course.  It  might  be  said 
that  a small  equipment,  costing  from  ten  to  thirty  dollars,  will 
provide  the  means  for  demonstrating  nearly  all  of  the  princi- 
ples included  in  the  course.  The  essentials  for  this  work  will 
differ  slightly,  perhaps,  in  various  communities  as  the  topics 
taught  will  differ,  and  as  the  peculiar  needs  of  the  community 
seem  to  demand.  The  following  might  be  said  to  be  essential: 

No.  8 wood  stove,  ordinary  kitchen  utensils  and  a few  din- 
ing room  dishes,  Babcock  milk  tester,  and  home-made  fireless 
cooker.  Tables  for  use  may  be  improvised;  for  fuel,  the  wood 
for  heating  purposes  may  be  cut  to  size. 

In  addition  to  the  equipment  just  mentioned,  the  following 
would  be  very  desirable : two-burner  blue  flame  or  alcohol  stove, 
with  glass  door  oven,  model  pantry  for  storing  away  dishes  and 
supplies,  sink,  kitchen  table,  dining  table,  set  of  dining  dishes, 
milk  pans,  churn,  sad  irons,  brooms,  mop,  ironing  board,  utensils 
for  laundering,  including  patent  wringer  and  washing  machine 
if  possible;  scissors,  needles,  thread,  patterns,  darning  gourd, 
small  quantities  of  supplies  for  cooking  and  sewing,  etc.  This 
list  is  merely  suggestive;  the  teacher  in  charge  should  add  to 
or  change  this  in  any  way  that  seems  to  the  advantage  of 
the  work  in  her  school,  or  that  the  limited  funds  at  the  disposal 
of  the  school  may  demand.  In  many  cases,  where  equipment 
might  be  needed  but  a short  time,  some  home  of  the  community 
might  supply  it;  as  was  stated  at  first,  an  abundant  equipment 
is  not  a necessary  condition  to  good  work  and  any  teacher  who 
is  determined  to  make  a success  of  it,  can  do  great  things  with 
little  or  none.  In  selecting  whatever  is  to  belong  to  the  school, 
the  peculiar  adaptation  to  the  conditions  existing  in  the  com- 
munity should  largely  determine  its  kind  and  nature.  ~ 


36 


The  food  supplies  necessary  for  the  small  amount  of  cook- 
ing to  be  done  c£n  no  doubt  be  had  from  citizens  of  the  com- 
munity without  charge,  especially  since  the  product  will  belong 
to  pupils  after  being  cooked.  It  might  become  necessary  at 
time^  to  purchase  small  quantities  of  food,  not  common  to  the 
community,  but,  as  may  have  been  inferred  from  previous  state- 
ments, the  work  of  this  kind  is  concerned  almost  entirely  with 
foods  common  among  the  people  of  the  locality.  The  materials 
for  sewing  might  consist  of  scraps  of  cloth  left  over  from  arti- 
cles of  clothing  of  the  girls  constituting  the  class,  new  articles 
of  apparel,  or  occasionally  it  may  be  necessary  to  purchase  small 
quantities  of  materials;  the  needles,  etc.,  for  this  work  can 
likely  be  had  from  homes  of  pupils  as  easily  as  the  cooking  sup- 
plies. 

STXTH  GRADE! 

Cooking. — Proper  preparations  for  cooking  a meal:  suffi- 
cient supply  of  fuel  convenient ; collection  of  utensils  to  be 
used ; all  materials  prepared  before  fire  is  kindled ; entire 
meal  planned  before  beginning  any  of  it;  time  for  setting  the 
dining  table;  clean  up  as  they  go;  how  to  utilize  time  in  the 
kitchen  economically ; how  to  save  fuel ; how  to  make  good 
fire;  how  to  care  for  stove  and  get  right  heat  in  oven;  how  to 
estimate  quantities  for  given  number  of  persons;  what  to  do 
with  left-over  food;  other  general  directions  covering  the  plan- 
ning and  preparation  of  a meal.  Teach  how  to  cook  eggs  in 
several  appetizing  ways ; how  to  test  for  freshness ; how  to  keep 
them  fresh.  Teach  methods  of  preparing  and  cooking  in  a 
variety  of  ways  the  simplest  farm  products : potatoes,  rice, 
grits,  sweet  potatoes,  garden  vegetables,  fruits  of  the  locality; 
biscuits,  pan  cakes,  corn  bread,  bacon,  poultry,  etc.  Methods 
of  ai ranging  dining  table  and  serving;  simplest  and  most  com- 
monly practiced  forms  of  correct  table  usage.  Instruction  in 
the  serving  of  such  products  as  may  be  eaten  uncooked.  Each 
lesson  should  be  repeated,  if  necessary,  until  the  practice  is 
assured.  Frequent  reviews  in  the  way  of  rival  divisions  of  the 
class  cooking  and  serving  for  each  other,  or  of  serving  for  par 
ents  and  visitors.  Give  special  attention  to  the  preparation  of 
cold  lunches,  what  they  should  consist  of,  what  should  be 
omitted,  etc.  It  will  be  found  valuable  to  have  cold  lunches 
prepared  quite  often  at  the  school  for  pupils  themselves;  in 


37 


some  cases,  it  might  be  the  regular  practice ; this  plan  is  heartily 
commended. 

Reiving. — The  art  here  can  be  best  and  most  thoroughly 
learned  by  teaching  it  in  connection  with  the  making  of  articles 
of  clothing  for  use  in  the  home;  it  would  seem  unwise  to  teach 
any  of  the  technique  as  an  end  within  itself;  it  should  come 
incidental  and  as  a necessary  preparation  to  the  construction 
of  something  the  pupil  wants  to  complete.  It  may  be  nothing 
more  Ilian  a handkerchief  or  napkin,  but  the  point  is  that 
stitching,  hemming,  patching,  etc.,  should  be  incidental  to  the 
accomplishment  of  something  of  immediate  value  to  the  pupil. 
We  might  mention,  in  addition  to  the  two  named' above,  towels, 
pillow  slips,  aprons,  plain  underclothing,  doilies,  quilt  squares  etc. 
In  connection  with  such  articles,  they  might  learn  overhand, 
running,  back  stitch,  blanket  stitch,  short  and  long  basting 
stitches ; hemming,  gathering,  stroking  gathers,  sewing  on  bands, 
overcasting;  sewing  on  buttons,  hooks  and  eyes.  Much  practice 
should  be  given  in  the  various  new  principles,  until  pupils  are 
skillful  in  their  use.  Bringing  work  from  home  should  be  en- 
couraged, if  it  is  of  such  a nature  as  pupils  can  perform.  Keep 
ever  in  mind  the  utility  of  the  article  under  construction  and 
its  probable  contribution  to  the  welfare  of  the  child  or  home. 

Other  material:  how  to  clean  rooms,  make  beds,  arrange 
furniture,  hang  pictures,  clean  windows,  launder  simple  pieces 
of  clothing,  use  of  washing  machine  and  patent  wringer,  (rob 
washing  of  its  drudgery)  ; importance  of  cleanliness  in  handling 
of  milk,  how  to  accomplish  it,  importance  of  thorough  milking, 
utensils  to  be  used,  use  and  value  of  aerator,  Pasteurizing, 
sterilizing,  advantage  of  shallow  and  deep  setting  of  pans, 
how  to  make  cream  rise,  use  of  milk  tester  and  value  of  it,  how  to 
ripen  cream,  how  to  churn,  take  up  and  work  butter,  its  preser- 
vation, etc.  Such  other  simple  practices  relating  to  the  ordinary 
activities  which  farmer  girls  have  to  do  as  may  appeal  to  the 
teacher  as  valuable.  Care  should  be  taken  to  leave  over  to 
next  grade  such  topics  or  phases  as  may  be  better  understood  or 
more  highly  appreciated.  Enough  material  is  indicated -here 
to  provide  abundant  work  for  the  session  for  this  grade.  It  will 
be  found  necessary  to  illustrate  many  of  the  principles  herein 
suggested  at  the  pupils’  homes  where  teacher  and  pupils  might 
go  in  a body ; volunteers  may  be  called  for  and  caution  observed 


38 


to  leave  no  impression  that  the  home  is  not  well  kept.  It  will 
often  be  found,  too,  that  it  will  take  a week  to  get  a fairly  good 
practice  of  a one  day’s  instruction. 

SEVENTH  GRADE. 

Cooking. — Nutritive  value  of  eggs,  their  digestibility;  how 
to  cook  the  fresh,  dried  and  cured  meats  usually  eaten,  game 
of  the  community,  fish;  continue  practice  in  making  biscuit, 
pan  cakes  and  corn  bread ; vteach  how  to  cook  light  bread,  waf- 
fles, light  rolls,  simple  and  inexpensive  cakes,  etc.  Give  con- 
siderable attention  to  making  menus  for  the  three  daily  meals, 
giving  some  idea  of  how  to  preserve  a balanced  ration,  what 
is  better  in  hard  work  season,  in  leisure  season,  in  spring,  sum- 
mer, autumn  and  winter,  as  well  as  at  morning,  noon  and 
night.  Give  practice  in  making  cuts  of  meat,  and  selecting 
young  fowls,  good  food  stuffs  that  must  be  purchased.  Con- 
tinue teaching  of  how  to  prevent  waste  of  time,  fuel  and  food; 
cooking  just  sufficient  quantities  for  a given  number  of  persons ; 
the  relative  values  of  stewing,  baking,  boiling,  frying,  etc.  The 
pupils  should  add  to  their  lists  of  recipes  and  instructions  on 
this  subject,  such  things  as  they  may  have  learned  and  tested. 
No  recipe  should  find  a place  in  their  books  that  has  not  been 
given  a thorough  test  and  proven  good. 

Sewing. — Continue  the  practice  on  simple  articles  of  dress 
and  household  sewing ; teach  French  hemming,  and  feather 
stitching,  single  and  double;  much  attention  to  mending,  patch- 
ing, darning,  piecing,  and  cutting  from  simple  pattern;  show 
how  to  match  figures  in  patching,  the  circular,  oblong,  triangular, 
half  moon,  etc.,  patching;  teach  all  other  simple  technicalities 
necessary  to  the  doing  of  whatever  ordinary  sewing  may  be  es- 
sential in  the  home.  The  garments  to  be  made  might  include, 
in  addition  to  a continuation  of  the  kind  mentioned  for  sixth 
grade,  skirts,  sleeves,  collars,  linings,  waists,  plain  dresses,  etc. 
Dresses  for  any  and  all  of  the  public  occasions  for  the  school 
should  be  made  by  the  pupils  of  this  class,  in  so  far  as  such 
work  is  beyond  the  ability  of  the  class  needing  them.  All 
kinds  of  simple  home  work  should  be  done.  Girls  can  learn 
something  relative  to  value  of  dress  goods,  styles,  adaptation  to 
complexions  and  figures,  harmony  of  design  and  color,  economy  ' 
in  buying,  cutting,  making,  etc.  Continue  to  work  in  all 
legitimate  ways  for  that  sympathetic  attitude  on  the  part  of 


39 


parents  that  is  necessary  for  the  permanent  success  of  this  sub- 
ject in  the  elementary  schools. 

Other  Work. — The  constituent  elements  and  food  value  of 
milk,  the  use  of  cream  separator,  ways  of  using  milk  in  cook- 
ing; taste  in  selection  of  furniture,  kinds  of  pictures  suitable 
for  different  rooms,  cleaning  furniture  and  clothing;  more  dif- 
ficult laundering;  the  use  of  more  labor  saving  appliances; 
other  principles  and  practices  pertaining  to  general  house- 
keeping. The  teacher  should  study  the  home  needs  of  the 
community  on  her  visits  and  attempt  to  substitute  new  meth- 
ods for  wasteful,  unattractive,  or  unsanitary  ones. 

References. — Courses  of  study  and  texts  in  Domestic  Science  ; 
bulletins  of  United  States  Department  of  Agriculture  relating 
to  the  home  and  home  economics  (there  are  many  of  them)  ; 
pamphlets  from  State  Departments  of  Education  in  Nebraska. 
Maine,  North  Carolina,  Iowa,  Virginia. 


COURSE  IN  COMMUNITY  STUDY". 

The  compiler  of  this  course  of  study  assumes  that  next  to 
the  “ three  r’s,”  the  tools  with  which  one  must  unlock  what- 
ever storehouses  of  knowledge  may  be  within  his  reach,  this 
study  of  the  home  community  is  most  important.  If  it  be  true 
that  the  educated  man  is  not  a person  full  of  mere  informa- 
tion, but  one  with  ability  to  analyze  whatever  conditions  may 
confront  him  in  actual  life,  know  the  relation  and  force  of  the 
various  factors  going  to  make  up  this  condition,  their  relation 
to  each  other  and  his  relation  to  them,  knows  what  he  must 
do  in  order  to  make  this  condition  contribute  to  his  and  his 
community ’s  welfare,  and  is  able  to  do  that  thing,  if  this  be 
true,  then  education  is  gained  most  largely  by  a thoughtful  study 
of  the  life  that  lies  around  one,  in  which  he  moves  and  has 
his  being.  As  he  gains  knowledge  and  experience  there,  un- 
derstands better  and  better  the  relations  existing  therein  among 
all  the  many  various  factors  making  up  the  life  of  the  com- 
•munity,  he  becomes  better  educated.  This  is  what  has  happened 
in  the  case  of  the  self-made  man,  except  that  he  has  gained  his 
experiences  and  knowledge  in  a less  sequential  manner  than 
is  possible  in  a school  course.  From  the  time  when  he  first 


40 


became  a co-worker  of  the  community,  his  mind  has  been 
occupied  with  little  else  than  solving  the  everyday  problems 
of  acutal  life.  Human  development,  up  to  the  time  of  formal 
school  instruction,  has  been  accomplished  in  the  same  manner. 
Whenever  man’s  mind  is  concerned  with  immediate  and  vital 
problems,  it  acts  with  concentrated  attention  and  results  in 
education. 

Teachers  will  observe  that  this  study  contains  much  of 
history,  geography,  drawing,  composition  work,  arithmetic,  etc., 
as  well  as  affords  opportunity  to  introduce  literature  about  the 
things  studied.  We  believe  that  enough  of  several  of  these 
subjects  for  practical  use,  in  the  lower  grades,  can  be  gained 
in  this  incidental  manner.  The  fact  that  they  are  incidental 
need  not  be  reason  for  their  being  passed  slightly  by,  how- 
ever. Have  pupils  read  all  passages  of  literature  very  closely 
related  to  the  things  studied. 

It  is  suggested  that  teachers  read  the  entire  course  and 
study  it  carefully  before  attempting  to  teach  it;  many  of  the 
suggestions  contained  herein  have  a bearing  on  other  grades 
than  the  one  in  which  they  are  found;  a teacher’s  judgment 
is  the  best  guide  as  to  how  far  she  may  follow  this  course  of 
study;  certainly,  not  slavishly  as  to  detail,  and  yet  closely,  as 
to  the  general  principles.  Local  conditions,  the  nature  of  her 
community,  the  attitude  of  the  people,  her  facilities  for  such 
work,  time  available,  etc.,  will  determine  to  some  extent  the 
selection  of  topics  and  the  method  of  treatment.  It  must 
always  be  treated  in  a live  way  and  must  relate  vitally  to  the 
welfare  of  the  community  to  find  a place  of  value  in  the 
school  work. 

* 

It  is  assumed  here  that  the  school  is  located  in  either  a 
farming  or  lumbering  community ; where  such  is  not  the  case, 
a teacher  must  "first  understand  the  guiding  principles  and 
purpose  of  this  work,  and  then  make  such  individual  applica- 
tion of  these  principles  as  the  industries  and  activities  of  the 
community  may  call  for. 

Since  the  pupil’s  ability  to  do  the  work  of  the  several 
grades  as  outlined  is  not  so  much  dependent  upon  his  literary 
education  as  upon  his  age  and  maturity,  it  is  suggested  that 
larger  pupils  of  lower  grades  be  allowed  to  enter  this  study. 

It  is  also  suggested  that  the  information  gathered  and 


41 


such  conclusions  as  may  seem  important  to  the  community,  be 
made  the  public  property  of  the  community.  It  will  be  educa- 
tive to  many  of  the  adults  to  know  many  of  the  things  herein 
called  for. 

FIFTH  GRADE. 

For  Home  Study  and  Study  Period  Work. — Lists  to  be 
made  of  native  trees,  shrubs,  vines,  flowers,  grasses,  weeds,  etc. ; 
lists  to  be  made  of  birds,  insects,  wild  animals,  fish,  reptiles, 
etc.,  including  all  native  forms  of  animal  life.  These  lists 
should  be  prepared  on  specially  arranged  sheets  of  paper,  hav- 
ing columns  to  show  the  chief  characteristics  of  each  animal  or 
plant;  they  should  be  made  in  such  form  and  and  with  such 
care  that  they  may  be  filed  as  permanent  records  in  the  school 
of  each  pupil’s  work  along  this  line.  A resourceful  teacher 
mil  be  able  to  invent  proper  forms  for  these  records.  The 
value  of  this  work  lies  in  its  being  individual  and  accurate. 
No  pupil  should  be  allowed  to  place  on  his  list  the  name  of 
anything  that  he  has  not  a definite  and  first  hand  knowledge 
of  as  existing  in  his  school  community.  He  can  not  place  the 
cypress  tree  on  his  list,  for  instance,  whether  it  belongs  there 
or  not,  Unless  he  knows  from  observation  that  it  grows  there. 
Obviously,  every  list  will  be  different,  for  no  two  pupils  will 
know  exactly  the  same  things,  and  in  this  fact  lies  one  of  the 
chief  values  of  such  study:  it  will  inspire  every  child  to  be- 
come personally  acquainted  with  the  plants  and  animals  of 
his  community;  it  will  also  likely  develop  that  the  otherwise 
dull  pupil  will  be  found  proficient  in  his  knowledge  of  nature. 
The  common  name  for  plants  and  animals  is  to  be  preferred. 

These  lists  of  individual  pupils  are  to  be  kept  in  good 
condition  and  filed  with  the  teacher  at  the  end  of  each  session; 
they  are  to  be  added  to  by  the  same  pupils  each  session,  as  their 
knowledge  becomes  more  extensive,  until  the  end  of  the  course  in 
community  study.  At  the  close  of  each  session,  large  charts, 
showing  the  sum  total  of  all  the  names  listed  by  all  pupils,  will 
be  prepared  in  good  form  by  pupils  and  teacher,  jointly,  for 
posting  on  the  walls  of  the  school  room,  such  list  including 
practically  all  of  the  names  that  should  belong  on  them.  Speci- 
mens of  plants  gathered  by  the  pupils  should  be  placed  in  a 
case. 

Weather  records  should  be  made  and  preserved  by  pupils 


42 


of  this  grade.  Observations  should  be  made  at  stated  times 
each  day,  morning  and  evening  perhaps,  giving  condition  of 
the  sky,  direction  and  estimated  speed  of  the  wind,  temperature, 
humidity,  rainfall  determined  by  gauge,  etc.  These  results 
are  to  be  tabulated  in  good  form  as  has  be<m  suggested  pre- 
viously. 

This  grade  should  also  gather  historical  data  of  the  com- 
munity from  original  sources;  it  should  be  written  out  in  good 
form  to  serve  as  a text  in  local  history,  each  pupil's  account 
differing  as  his  opportunities  for  gathering  this  material  differed. 
Such  material  should  be  obtained  chiefly  from  the  recollections 
of  older  inhabitants,  and  should  cover  condition  of  the  country 
as  to  roads,  timber  supply,  trading  posts,  means  of  transporta- 
tion, . industries,  methods  of  cultivation,  tools  and  implements 
of  labor,  population,  churches,  schools,  lack  of  rural  conven- 
iences, etc.,  etc.,  all  tending  to  show  accurately  and  in  great 
detail  the  social,  political,  industrial,  and  economic  conditions 
of  previous  times.  There  should  be  little  effort  at  this  time 
to  make  philosophic  deductions  from  these  bare  facts,  but  they 
should  be  complete  and  accurate  enough  to  make  such  deduc- 
tions possible  at  a later  period  of  the  child’s  school  course.  Bio- 
graphies of  interesting  and  important  persons  should  be  ob- 
tained; places  of  formei;  interest  or  importance  visited,  maps 
drawn  showing  earlier  ^conditions,  etc.  Here,  as  in  previous 
work,  each  individual’s  compilation  will  differ  from  his  class- 
mate’s as  his  opportunities  for  gathering  it  differed.  Individual 
and  accurate  work  must  be  obtained  if  the  results  are  to  be 
had  which  it  is  expected  this  work  will  produce. 

Teachers  must  exercise  care  and  foresight  in  planning  for 
all  of  this  work  day  by  day  so  that  not  too  much  will  be  de- 
manded of  pupils  and  so  that  it  will  have  a continuity  about 
it.  If  it  is  haphazard  and  each  pupil  is  not  compelled  to  keep 
up  his  proper  portion,  nothing  worth  while  will  result. 


For  Recitation  Work. — As  far  as  is  profitable  and  possible, 
the  economic  value  of  each  plant  and  animal  listed  day  by  day 
should  be  studied  and  discussed  in  recitation;  some  are  an  ad- 
vantage, others  a disadvantage  to  the  economic  welfare  of  the 
community ; the  geographical  distribution  should  be  noted ; their 
habits  and  the  conditions  under  which  they  thrive  best  learned, 


43 


similarities  or  dissimilarities  to  other  plants  or  animals  observed 
and  commented  on;  means  for  either  propogating  or  retard- 
ing the  propogation  of  such  plants  or  animals  as  may  be  ob- 
jectionable should  be  known;  drawings  made  of  all  plants  an.! 
animals  listed,  etc.,  etc.  Resourceful  teachers  will  discriminate 
in  selecting  such  topics  for  discussion  in  recitation  as  promise 
the  greatest  value;  they  will  also  find  occasion  to  add  to  the 
topics  herein  mentioned.  It  should  never  be  lost  sight  of  +hat 
the  object  of  this  work  is  to  extend  the  experiences  of  the  child, 
lead  to  intelligent  observation,  and  result  in  knowledge  of  some 
'economic  value.  The  relation  of  the  plants  and  animals  listed 
to  the  health  and  prosperity  of  the  community  should  be  prop- 
erly stressed.  Many  times  names  of  unimportant  plants  or 
animals  will  be  passed  over  wdth  little  comment,  the  judgment 
of  the  teacher  determining  to  what  extent  each  shall  be  studied. 
The  maturity  of  the  children  and  their  natural  interests  will 
also  be  a strong  factor  in  determining  what  shall  be  studied 
most;  it  should  also  be  remembered  that  this  work  continues 
through  several  grades  and  phases  of  the  work  too  intricate  or 
abstract  in  this  grade  may  be  profitably  postponed  until  later. 

The  recitation  work  on  weather  records  should  prove  very 
profitable.  Besides  the  records  previously  called  for,  pupils 
should  have  recorded  time  and  amounts  of  hail,  snows,  frosts, 
storms,  etc.  At  the  close  of  each  season  and  session,  summaries 
of  the  weather  conditions  for  the  season  and  year  should  be 
complied,  showing  the  total  rainfall,  number  of  frosts,  etc.,  to- 
gether with  comments  as  to  whether  they  were  seasonable  or 
otherwise.  After  such  study  has  been  in  progress  for  some  time, 
weather  forecasts  for  the  succeeding  day  should  be  asked  for, 
and  the  reasons  for  such  predictions  clearly  given.  Special 
attention  should  be  given  to  the  relation  existing  between 
weather  and  crops;  this  is  the  chief  value  of  the  study.  (What 
crops  will  be  helped  or  injured  by  a rain  today?  A frost  to- 
night? The  high  wind  of  yesterday  did  what  damage?  Were 
weather  conditions  favorable  for  the  turnip  seed  planted  yes- 
terday? etc.) 

Recitation  work  on  the  data  gathered  on  historical  topics 
will  consist  of  a study  of  the  factors  that  have  been  important 
in  developing  the  community  to  its  present  condition.  Each 
fact  chronicled  has  either  favored  or  retarded  the  progress  of 


44 


the  community  in  either  a social,  political,  industrial  or  economic 
way  or  in  several  ways;  each  person  of  importance  has  con- 
tributed his  part  in  the  same  manner.  In  so  far  as  the  maturity 
and  interests  of  the  children  of  this  grade  will  justify,  this 
kind  of  study  will  receive  attention.  It  is  the  only  real  value 
that  attaches  to  any  history  study,  and  it  will  later  be  found 
that  the  same  factors  that  have  acted  in  the  home  community 
have  also,  in  a larger  way,  perhaps,  been  factors  in  the  de- 
velopment of  the  nation;  community  history,  then,  is  but  a 
type  of  all  history.  As  has  been  previously  suggested,  phases 
too  deep  for  these  children  should  be  passed  over  at  this  time; 
their  reasoning  power  and  ability  to  make  deductions  with 
safety  and  accuracy  is  not  great.  It  will  likely  be  discovered 
that  the  contribution  of  people  (biographies)  will  be  of  far 
greater  interest,  and  therefore  of  value,  than  have  other  factors. 

The  proportion  of  time  allotted  to  the  subdivisions  of  na- 
ture study,  (plants  and  animals),  weather,  and  history  will 
be  determined  by  the  teacher  and  will  depend  upon  their  rela- 
tive importance,  the  interests  of  the  children,  the  amount  of 
time  available,  etc.  It  should  all  be  “ Community  Study”  to 
the  children  without  their  attention  being  drawn  to  the  various 
subdivisions  of  it. 

SIXTH  GRADE. 

For  Home  Study  and  Study  Period  Work.— The  lists  of  na- 
tive plants  and  animals  called  for  in  the  previous  grade  are 
to  be  added  to  as  pupils  discover  at  first  hand  new  specimens  for 
their  individual  lists.  Of  course,  since  these  lists  have  been 
practically  completed  already,  there  will  be  only  occasional  ad- 
ditions. Interest  in  the  matter  should  not  lag,  however. 

Weather  records  as  suggested  for  the  previous  grade  are 
to  be  continued;  the  form  might  include  more  extensive  facts. 
Weather  maps,  showing  distribution  of  frosts,  heaviest  dews,  etc., 
might  be  made. 

It  will  be  found  necessary  to  gather  little  historical  data 
during  this  session  as  the  previous  grade  has  likely  covered 
the  ground  pretty  thoroughly;  however,  this  grade  should  fill 
in  any  omissions  of  the  previous  grade,  following  the  suggestions 
given  heretofore. 

This  grade  should  begin  the  making  of  scale  maps  along 
several  lines,  covering  the  social,  political,  industrial  and  econ- 


45 


omic  status  of  the  community.  The  information  for  these  maps 
should  he  gathered  out  of  school  and  will  include  data  concern- 
ing crops,  industries,  factories,  railroads,  roads,  navigable 
streams,  transportation,  live  stock,  churches,  schools,  political 
divisions,  etc.,  etc.  The  maps  should  be  made  during  study 
periods,  as  follows:  (1)  One  showing  physical  configuration  of 
the  school  community,  drainage,  streams,  swamps,  waste  land, 
points  of  natural  interest,  etc.  Colored  crayons  might  be  used 
to  best  advantage  here.  (2)  Another  showing  merchantable 
timbers,  with  kind,  quantity  and  proportion  of  each  kind  in- 
dicated; other  natural  resources.  (3)  One  showing  timber,  not 
merchantable,  cultivated  land,  open  tillable  land,  pasture  land, 
etc.  (4)  Another  showing  the  roads,  railroads,  school,  churches, 
stores,  postoffice,  saw  mills,  cotton  gins,  residences,  navigable 
streams,  boat  landings,  other  industries,  etc.  (5)  One  showing 
areas  and  exact  location  of  staple  crops.  (6)  Another  showing 
live  stock  census.  (7)  One  showing  distribution  of  human  pop- 
ulation with  exact  census  of  them.  Other  maps  along  similar 
lines  will  suggest  themselves  to  teachers;  they  may  find  it  ad- 
visable to  subdivide  some  of  the  features  suggested  above  The 
first  aim  in  this  work  is  the  acquisition  of  accurate  data;  these 
maps  must  be  true  in  scale  and  accurate  in  every  respect,  ex- 
cept where  “approximate”  is  stated.  Approximations  should 
be  allowed  in  only  such  cases  as  it  is  found  to  be  extremely  dif- 
ficult or  impossible  to  get  the  facts.  This  work  of  making  ac- 
curate maps  of  the  kind  indicated  will  occupy  the  greater  part 
of  the  pupil’s  time  in  this  subject  this  year.  Teachers  should 
not  demand  enough  of  pupils  to  tempt  them  to  slight  the  work. 
Accuracy  and  pains  must  mark  every  step  of  this  phase  of 
community  study  as  it  is  to  form  the  foundation  from  which 
will  be  deducted  general  principles  which  we  hope  will  guide 
these  pupils  in  their  adult  life  there. 

For  Recitation  Work. — The  economic  value  of  plants  and 
animals  will  continue  to  be  studied  as  has  been  previously  sug- 
gested ; phases  of  this  work,  too  abstruse  for  the  previous  grade, 
will  receive  attention  now.  The  same  discrimination  on  the 
part  of  the  teacher  in  selecting  from  the  many  phases  that  may 
suggest  themselves,  those  of  greatest  value,  must  continue  to 
be  exercised.  This  subdivision  will  require  but  a small  portion 
of  the  time  of  the  grade. 


46 


Deductions  from  the  weather  records,  as  have  been  pre- 
viously suggested,  should  be  more  acurate  and  far  reaching. 
There  is  little  danger  of  covering  the  same  ground  twice  in 
this  work,  since  the  old  farmer,  in  his  many  years  of  observa- 
tions, has  never  yet  learned  to  understand  the  weather.  Every 
weather  change  should  be  studied  in  its  effects  on  crops  and 
vegetation.  After  any  radical  change  in  the  weather,  such 
a study  will  be  more  interesting  and  valuable.  Pupils  of  this 
age  can  study  cause  and  effect  as  well  as  adults,  where  the  con- 
crete examples  lie  before  them. 

Such  features  of  local  history  study  as  have  been  post- 
poned until  now  may  be  taken  up  and  completed.  Pupils  should 
understand  fully  the  factors,  with  their  relative  value,  that 
have  contributed  to  the  development  of  their  community,  as 
well  as  those  factors  that  have  retarded,  or  now  retard,  its 
progress.  The  purpose  of  this  study  is  to  make  better  citizens 
of  these  pupils,  young  men  who  can  and  will  contribute  their 
parts  in  a greater  and  more  intelligent  way.  Not  much  time 
will  be  required  to  do  this  division  of  the  work. 

The  most  important  portion  of  community  study  this  ses- 
sion will  be  in  connection  with  the  scale  maps  heretofore  men- 
tioned. Every  map,  every  fact  or  feature  indicated  in  the  map, 
will  be  found  rich  in  suggestiveness  for  a study  of  social,  politi- 
cal, industrial  or  economic  conditions.  How  has  the  physical 
configuration  added  to  or  interfered  with  the  development  of 
this  community  in  any  respect?  Have  the  natural  resources 
had  much  to  do  with  its  present  condition?  Questions  like 
these  suggest  a splendid  field  for  valuable  study.  They  naturally 
arise  at  every  step  in  the  work,  so  it  is  unnecessary  to  indicate 
further  as  to  the  procedure.  The  maturity  of  pupils,  relative 
importance  of  thing  studied,  and  their  probable  future  im- 
portance will  determine,  largely,  the  amount  of  time  to  be  giv^i* 
to  the  various  items.  If  the  locality  might  more  profitably  sup- 
port industries,  factories,  etc.,  whose  value  and  importance  are 
not  yet  realized,  these  relatively  unimportant  features  will  be 
stressed  ; if  it  might  better  shift  from  an  agricultural  to  a stock 
raising  or  dairying  business,  whatever  small  beginnings  hav*. 
already  been  made  along  these  lines  will  be  stressed;  if  certain 
industries  are  carried  on  unprofitably  or  to  the  general  detriment 
of  the  community,  such  fact  would  warrant  their  receiving  more 


47 


attention  than  their  face  value  seemed  to  call  for.  These  are 
mere  suggestions  as  to  the  fertility  of  the  field  opened  up  by 
this  study.  The  condition  of  the  roads  and  the  importance  in 
that  particular  community  of  better  roads;  how  the  railroads 
have  affected  the  community;  whether  boat  service,  if  there  be 
a navigable  stream,  would  contribute  in  any  way  to  the  wel- 
fare of  the  community ; profits  from  well  bred  live  stock  or  from 
high  bred  crop  seed  might  be  compared  to  those  from  the 
“scrub”  kind,  etc.,  etc.  Keeping  in  mind  the  maturity  and 
ability  of  pupils,  the  teacher  can  develop  in  their  minds  many 
guiding  principles,  relative  to  factors  of  growth  and  develop- 
ment, that  will  be  of  great  service  to  them  as  citizens  and 
farmers,  etc. 

SEVENTH  GRADE. 

For  Home  Study  and  Study  Period  Work. — Continue  lists 
of  plants  and  animals  as  suggested  heretofore;  these  lists  will 
require  little  time  as  they  have  been  practically  completed 
already.  By  the  end  of  this  session,  pupils  should  have  on 
their  lists  the  names  of  all  native  plants  and  animals  of  the 
community. 

Weather  records  and  predictions  should  be  continued  as 
previously  suggested;  pupils  should  be  able  to  be  fairly  ac- 
curate in  predictions  of  seasonable  weather  and  will  take  pride 
in  that  fact. 

Scale  maps  as  suggested  for  the  previous  grade  should  be 
continued  and  any  omissions  of  that  grade  should  now  be  made 
up.  In  addition,  they  might  make  maps  showing  by  townships, 
and  ranges,  the  proper  location  and  area  of  every  man’s  prop- 
erty; tables  showing  the  amounts  of  imports  and  exports  of 
the  community;  tables  showing  all  the  facts  connected  with 
factories  of  the  community : name,  purpose,  when  established, 
history,  why  so  located,  value  of  plant,  number  of  employes, 
source  of  raw  material,  process  of  manufacture,  capacity,  uses 
of  finished  product,  transportation  facilities,  etc.,  etc.  Personal 
observations  should  be  made  of  fine  types  of  live  stock,  extra  good 
crops,  stretches  of  good  road,  improved  implements,  transporta- 
tion facilities  and  methods,  forest  removal,  etc.  The  two  previous 
grades  will  have  gathered  material  enough,  practically,  upon 
which  to  base  the  recitation  work  and  study  of  this  grade;  its 


48 


time  will  be  more  largely  occupied  in  making  comparisons,  de- 
ductions, etc. 

For  the  Recitation. — A study  of  the  economic  value  to  the 
farmer  of  such  plants,  birds,  etc.,  already  listed  but  which 
have  not  yet  been  studied  completely  enough.  The  relation  ex- 
isting between  and  among  plants,  animals  and  man  might  receive 
attention  in  so  far  as  it  seems  to  be  of  practical  value. 

In  the  study  of  data  furnished  by  scale  maps,  those  fea- 
tures should  be  stressed  which  have  been  postponed  for  a more 
mature  understanding.  Pupils  should  know  by  study  in  the 
community  what  characteristics  ought  to  determine  the  loca- 
tion of  a farm  home,  its  barns,  etc.;  they  should  draw  valuable 
inferences  by  comparing  the  exports  and  imports  of  their  com- 
munity in  staples,  particularly  those  which  might  be  raised 
at  home;  factory  study  should  prove  very  valuable  in  determ- 
ining whether  such  enterprises,  as  are  to  be  found  really  con- 
tribute such  to  the  general  wealth  of  the  community.  (It  will 
be  found  at  times  that  some  of  them  really  draw  natural  wealth 
from  the  community,  leaving  it  poorer  and  poorer,  and  sub- 
stituting no  wealth  for  that  taken)  ; in  connection  with  this 
study  of  factories,  pupils  should  gain  valuable  knowledge  of 
commerce,  as  it  relates  to  them,  of  transportation  in  general, 
of  business  organization,  of  the  dependence  of  other  people 
upon  their  community  for  their  products,  etc.  A study  of  the 
present  and  probable  future  results  of  forest  removal  upon  the 
climate,  industries  and  prosperity  of  the  locality  should  cer- 
tainly prove  worth  while;  it  should  also  suggest  substitutions 
in  many  cases  for  present  occupations  of  the  people.  A study 
of  good  types  of  live  stock,  roads,  implements,  crops,  etc., 
would  include  a comparison  of  their  value  in  annual  income 
to  their  owners  with  that  of  the  “scrub”  or  ordinary  variety. 
If  the  right  kind  of  study  is  made  of  these  phases  of  commun- 
ity activities,  pupils  should  begin  to  have  very  definite  ideas  of 
the  place  their  home  locality  occupies  in  the  larger  parish,  state, 
or  country;  they  will  see  how  they  are  dependent  and  always 
will  be,  perhaps,  upon  other  sections  for  certain  things;  they 
will  also  see  that  through  ignorance  or  carelessness,  many  in- 
dustries that  would  prosper  and  add  to  community  wealth,  have 
never  been  established;  a more  accurate  valuation  will  likely 
be  placed  on  well  bred  stock,  improved  seed,  good  roads,  labor 


49 


saving  machinery,  knowledge  of  scientific  farming,  the  local 
school,  postoffice  and  store,  railroads,  new  industries,  etc.  Their 
attitude,  as  citizens,  towards  providing  funds  for  roads,  schools, 
community  improvements  of  all  kinds,  will  probably  be  assured ; 
they  will  begin  to  know  that  individual  and  community  prosper- 
ity rise  and  fall  together,  and  that  they  are  vital  factors  in  this 
community.  Such  should  be  the  purpose  of  this  work  on  the  part 
of  the  teacher  in  this  grade. 

A study  of  rural  telephone  lines,  rural  mail  delivery,  etc., 
should  be  made  where  such  exist. 

The  study  work  of  this  grade  should  extend  outside  into 
nearby  communities  and  to  far  off  communities  or  countries, 
depending  entirely  upon  the  degree  of  relation  existing  be- 
tween such  places  and  the  home  community  in  either  a social, 
political,  economic  or  industrial  way.  Pupils  by  this  time 
will  have  developed  enough  to  discover  such  relationships  with- 
out difficulty,  having  a tolerably  accurate  estimation  of  their 
own  community’s  place  and  importance. 

Stronger  reason  than  this,  however,  is  the  fact  that  they 
are  of  an  age  when  their  interests  begin  to  be  limited  less  and 
less  by  time  and  space;  they  are  adult  as  to  their  attitude 
towards  life,  people,  and  affairs,  although  without  the  exper- 
ience of  adults.  Teachers  will  discover  that  the  tendency  of 
pupils  of  this  age  will  constantly  be  to  broaden  out  and  “find 
themselves”  out  in  the  world.  It  is  at  this  age  that  the  boy 
runs  away  from  home  to  learn  something  of  the  world,  not  bare 
facts  so  much  as  to  learn  to  how  he  fits  into  the  general  scheme 
of  things.  This  craving  for  new  experiences  and  the  effort  to 
adjust  himself  will  to  a large  extent  manifest  itself  in  an 
interest  in  things  outside  of  the  “here”  and  “now”;  it  will, 
10  some  extent,  at  least,  be  satisfied  by  discovering  little  by 
little  how  he  and  his  community  are  necessary  parts  of  ‘ ‘ one 
harmonious  whole”  and  that  the  welfare  of  many  people,  at 
home  and  elsewhere,  depend  to  some  extent  upon  his  contribu- 
tion to  the  life  of  his  community  along  the  many  lines  of  ac- 
tivities, social,  economic,  industrial  and  political.  Whenever 
such  tendencies  show  themselves  in  pupils,  the  teacher  must 
respond  to  them  and  go  out  into  the  “everywhere”  through 
the  relation  existing  between  any  such  places  and  the  local  com- 
munity. This  is  the  culminating  step  in  education,  “rising  by 


50 


things  that  are  under  our  feet.  ” Pupils  can  never  truly  learn 
anything  of  other  places  through  books,  except  as  their  knowl- 
edge of  home  conditions  serves  as  an  interpreter  for  them. 


REFERENCES  FOR  COMMUNITY  STUDY. 

Bulletins  and  publications  of  State  and  United  States  De- 
partments of  Agriculture  (most  valuable). 

Texts  on  native  plants  and  animals  of  the  state. 
Publications  and  maps  of  railroad  and  steamship  lines  con- 
necting in  any  way  with  the  community. 

Large  atlas,  text  on  industrial  and  political  geography. 
Good  texts  on  botany,  zoology,  geology  and  agriculture. 
About  the  Weather — Harrington. 

Domesticated  Animals — Shaler. 

Geological  Story  Briefly  Told — Dana. 

Home  Studies  in  Insects — Treat. 

How  to  Know  Wild  Flowers — Dana. 

Our  Insect  Friends  and  Foes — Cragin. 

Relations  of  Birds  to  Man — Weed. 

Nature  Study  and  Life — Hodge. 


LITERATURE  RELATING  TO  COMMUNITY  STUDY. 

Bryant — To  the  Fringed  Gentian,  The  Voice  of  the  Grass, 
The  Death  of  the  Flowers,  The  Use  of  Flowers,  To  a Waterfowl, 
The  Valley  Brook,  Planting  of  the  Apple  Tree,  Robert  of  Lincoln. 

Wordsworth — Nutting,  The  Thorn,  To  a Daisy,  To  a Sky- 
lark, The  Sparrow’s  Nest,  A Wren’s  Nest,  Daffodils. 

Whittier — The  Corn  Song,  The  Pumpkin. 

E astman — Goldenrod. 

Holmes — A Song  of  Clover. 

Poe — (Essay  on  Man)  Nature’s  Chain. 

Johnson — A September  Violet. 

Wilcox — God'  Everywhere  in  Nature. 

Aldrich — Maple  Leaves. 

Steadman — Going  a Nutting,  The  Flight  of  Birds. 

Lanier — From  Corn. 

Thompson — Domestic  Birds. 


51 


Thaxter — The  Sandpiper. 

Proctor — The  Owl. 

Croaker — The  Chickadee. 

Taylor — A Night  With  a Wolf. 
Browning — Pied  Piper  of  Hamlin. 
Bennett — To  a Cricket. 

Barton — Bruce  and  the  Spider. 
Shelley — Daybreak,  The  Cloud. 
Keats — Morning. 

Southey— Night,  The  Holly  Tree. 
Longfellow — Bain  in  Summer. 
Tennyson — The  Brook. 

Poster — The  Silence  of  the  Hills. 
Burns — To  a Mountain  Daisy. 
Lowell — To  the  Dandelion. 

Herrick — To  Daffodils. 

Dickison — The  Grass. 

Tabb — The  Tax  Gatherer  (bee). 
Emerson — The  Humble  Bee. 

Saxe — Solomon  and  the  Bees. 


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